The potential for concept cartoons to assist natural sciences teachers with developing scientific jargon for primary school learners
- Authors: Abrahams, Warda
- Date: 2019
- Subjects: Science--Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/40219 , vital:35984
- Description: The study was undertaken to investigate whether a teaching tool Concept Cartoons may assist Intermediate Phase (IP) Natural Sciences teachers with the development and understanding of scientific jargon, when implemented in Natural Sciences investigations. As a novice Natural Sciences teacher it was important to find a teaching tool which would assist second language learners with scientific concepts, particularly focusing on science investigations. The focal aim was to search for a fun, captivating, educational resource that would cater for these learners’ barriers to science learning. This research falls within a constructivist worldview, and the research method employed was a case study. Data were collected through qualitative approach, via semi-structured interviews. A total of nine participating Intermediate Phase Natural Sciences teachers from the Port Elizabeth Northern Areas schools contributed towards the findings of this study. This study was an investigation undertaken to see whether a different teaching approach may encourage change. The findings of this study suggested that Concept Cartoons used in Natural Sciences investigations created an educational effect towards the learners understanding of science concepts. Intermediate Phase learners were introduced to Concept Cartoons to assist with their understanding of science terminology during practical investigations. The results of this investigation suggested that Concept Cartoons assisted English second-language learners with scientific jargon and served as an educative curriculum material for Intermediate Phase teachers. Furthermore Grade 4 findings suggested English home-language speakers struggled with scientific language, compared to their second-language peers who achieved greater results due to the amount of effort and determination they dedicated to translating these concepts. Further studies suggested this maybe because science terminology does not form part of their everyday vocabulary, therefore experiencing difficulty with scien1. Concept Cartoons: teachers and scientific investigations 2. Concept Cartoons: design, characters and speech bubbles 3. Concept Cartoons: enabling scientific talk 4. Concept Cartoons: scientific jargon 5. Concept Cartoons: scientific jargon and ESL learners 6. Concept Cartoons: teacher learning. This study, which aimed at introducing Concept Cartoons as an educative curriculum tool in Natural Sciences investigations, is expected to fill an important gap in literature surrounding teaching science jargon to English second-language learners.
- Full Text:
- Date Issued: 2019
- Authors: Abrahams, Warda
- Date: 2019
- Subjects: Science--Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/40219 , vital:35984
- Description: The study was undertaken to investigate whether a teaching tool Concept Cartoons may assist Intermediate Phase (IP) Natural Sciences teachers with the development and understanding of scientific jargon, when implemented in Natural Sciences investigations. As a novice Natural Sciences teacher it was important to find a teaching tool which would assist second language learners with scientific concepts, particularly focusing on science investigations. The focal aim was to search for a fun, captivating, educational resource that would cater for these learners’ barriers to science learning. This research falls within a constructivist worldview, and the research method employed was a case study. Data were collected through qualitative approach, via semi-structured interviews. A total of nine participating Intermediate Phase Natural Sciences teachers from the Port Elizabeth Northern Areas schools contributed towards the findings of this study. This study was an investigation undertaken to see whether a different teaching approach may encourage change. The findings of this study suggested that Concept Cartoons used in Natural Sciences investigations created an educational effect towards the learners understanding of science concepts. Intermediate Phase learners were introduced to Concept Cartoons to assist with their understanding of science terminology during practical investigations. The results of this investigation suggested that Concept Cartoons assisted English second-language learners with scientific jargon and served as an educative curriculum material for Intermediate Phase teachers. Furthermore Grade 4 findings suggested English home-language speakers struggled with scientific language, compared to their second-language peers who achieved greater results due to the amount of effort and determination they dedicated to translating these concepts. Further studies suggested this maybe because science terminology does not form part of their everyday vocabulary, therefore experiencing difficulty with scien1. Concept Cartoons: teachers and scientific investigations 2. Concept Cartoons: design, characters and speech bubbles 3. Concept Cartoons: enabling scientific talk 4. Concept Cartoons: scientific jargon 5. Concept Cartoons: scientific jargon and ESL learners 6. Concept Cartoons: teacher learning. This study, which aimed at introducing Concept Cartoons as an educative curriculum tool in Natural Sciences investigations, is expected to fill an important gap in literature surrounding teaching science jargon to English second-language learners.
- Full Text:
- Date Issued: 2019
Using a reading club to help grade 4 boys, in the kingdom of Saudi Arabia, to position themselves as readers
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
- Full Text:
- Date Issued: 2019
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
- Full Text:
- Date Issued: 2019
A case study to explore developing a community of practice to support emergent literacy in preschool children's play
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
Assessing grade 9 learners' attitude towards their academic performance in mathematics in Pinetown education district, KwaZulu-Natal
- Authors: Olorunfemi, Sunday Olayinka
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8518 , vital:32859
- Description: The world education system is faced with many challenges. Learners’ performance in mathematics in particular is one of the main areas of concern. Over decades, Mathematics has become an indispensable tool in the march towards technological breakthrough. The use of Mathematics reveals how people deal with their various private, social, and civil lives. The indispensable implications of Mathematics in the society made it to become a compulsory subject in the primary and secondary education in most countries of the world. Nevertheless, despite its wide application of Mathematics in the society, there are still many learners particularly in secondary schools who struggle to achieve the best knowledge of Mathematics. As applicable to most countries of the world, the performance of learner in South Africa is not encouraging. For example, the performance of Grade 9 learners, Pinetown Education District in particular, is not improving. Attitude is one major factor identified among learners that gravely affects learner’s performance in Mathematics. The study adopted qualitative approach which is rooted in interpretive paradigm to frame and focus the study. Interpretive paradigm is consistent with the assumption that experience of the world is subjective and best understood in terms of individuals’ subjective meanings rather than the researcher’s objective definitions. The sample included 15 participants (which include three Mathematics educators and twelve Grade nine learners) selected purposefully across three secondary schools, with attitudes and performance as inclusion criteria. Data were obtained through classroom observations and semi-structured interviews conducted with the selected Mathematics educators and learners of the selected schools to obtain their views on the impact of the attitudes of Grade nine learners on their performances in the subject. The study found that the learners perceived difficulty in Mathematics because of the information that was passed to them through their parents or guardians, seniors and peers who have negative attitudes towards Mathematics; their previous performances at early grades; the nature of Mathematics itself; and that learners were not well prepared from primary schools. It was also indicated that many learners have negative attitude towards Mathematics whose behaviours in the classroom affected others who would have loved to enjoy Mathematics. The study also revealed that all stakeholders (the educators, school managements, policy makers and parents) have part to play in motivating the learners to engage more in Mathematics. Also the study found that qualified educators who will develop good and friendly classroom environment, employing a highly interactive teaching method and as well giving adequate homework and assignments to the learners are needed to teach Mathematics in secondary schools. The study revealed that learning resources are not made available to the learners. There study therefore potentially provides that, educators can help mould the learners with negative preset mind about Mathematics through their classroom behaviours. The study further provides that learning materials such as textbooks and other geometry tools be made available for the learners use at home. The study also, provides that consideration be given to Mathematics class in the morning hours. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning Mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Olorunfemi, Sunday Olayinka
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8518 , vital:32859
- Description: The world education system is faced with many challenges. Learners’ performance in mathematics in particular is one of the main areas of concern. Over decades, Mathematics has become an indispensable tool in the march towards technological breakthrough. The use of Mathematics reveals how people deal with their various private, social, and civil lives. The indispensable implications of Mathematics in the society made it to become a compulsory subject in the primary and secondary education in most countries of the world. Nevertheless, despite its wide application of Mathematics in the society, there are still many learners particularly in secondary schools who struggle to achieve the best knowledge of Mathematics. As applicable to most countries of the world, the performance of learner in South Africa is not encouraging. For example, the performance of Grade 9 learners, Pinetown Education District in particular, is not improving. Attitude is one major factor identified among learners that gravely affects learner’s performance in Mathematics. The study adopted qualitative approach which is rooted in interpretive paradigm to frame and focus the study. Interpretive paradigm is consistent with the assumption that experience of the world is subjective and best understood in terms of individuals’ subjective meanings rather than the researcher’s objective definitions. The sample included 15 participants (which include three Mathematics educators and twelve Grade nine learners) selected purposefully across three secondary schools, with attitudes and performance as inclusion criteria. Data were obtained through classroom observations and semi-structured interviews conducted with the selected Mathematics educators and learners of the selected schools to obtain their views on the impact of the attitudes of Grade nine learners on their performances in the subject. The study found that the learners perceived difficulty in Mathematics because of the information that was passed to them through their parents or guardians, seniors and peers who have negative attitudes towards Mathematics; their previous performances at early grades; the nature of Mathematics itself; and that learners were not well prepared from primary schools. It was also indicated that many learners have negative attitude towards Mathematics whose behaviours in the classroom affected others who would have loved to enjoy Mathematics. The study also revealed that all stakeholders (the educators, school managements, policy makers and parents) have part to play in motivating the learners to engage more in Mathematics. Also the study found that qualified educators who will develop good and friendly classroom environment, employing a highly interactive teaching method and as well giving adequate homework and assignments to the learners are needed to teach Mathematics in secondary schools. The study revealed that learning resources are not made available to the learners. There study therefore potentially provides that, educators can help mould the learners with negative preset mind about Mathematics through their classroom behaviours. The study further provides that learning materials such as textbooks and other geometry tools be made available for the learners use at home. The study also, provides that consideration be given to Mathematics class in the morning hours. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning Mathematics.
- Full Text:
- Date Issued: 2018
Assessing the perceptions of academic staff towards an academic staff development programme in a selected university in the Eastern Cape province
- Authors: Mankayi, Mandisa
- Date: 2018
- Subjects: College teachers -- In-service training -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- Employees -- Training of. -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8530 , vital:32869
- Description: Institutions of higher education offer diverse staff development programmes to all staff members as a means of improving their educational quality and standards. The current study investigated using interviews, if whether the academic staff perceived staff development as a means of skills development; what factors motivated academic staff to attend the skills development programmes offered by their organisation; and which staff development programmes are perceived to be contributing much to academic skills development in a selected university in the Eastern Cape Province in South Africa. Utilising a purposive sampling technique, the number of academic staff interviewed was 15 from five faculties. A structured interview guide was used to solicit responses from the selected participants. Questions in the interview schedule ranged from issues pertaining to their registration on the skills development programme and how their personal skills have improved due to the programme. Upon completing the interview with an audio recorder, it was then transcribed and a thematic analysis method was used. It was found that participants were not satisfied with the academic skills development programmes offered by the university. While most respondents seemed to be aware of the skills programme, many were adamant to provide conclusive evidence on the impact of the programmes. The major disjoint among the participants rested on the performance tools used by the university to promote staff, which was mainly based on research output. This view meant that teaching and learning were not recognized as a tool that can be used to improve staff skills development, and as such, the perception was that there was bias in the education system in terms of rewarding employees who participate in certain programmes. The majority of the participants stated that they do apply what they learn to their teaching approaches, although they felt they were not rewarded by the education system as a whole. The major implication coming from this study is that the duality of the education system in South Africa makes it harder to achieve an equilibrium were both academic staffs practicing teaching and learning, and researchers are seen as equals.
- Full Text:
- Date Issued: 2018
- Authors: Mankayi, Mandisa
- Date: 2018
- Subjects: College teachers -- In-service training -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- Employees -- Training of. -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8530 , vital:32869
- Description: Institutions of higher education offer diverse staff development programmes to all staff members as a means of improving their educational quality and standards. The current study investigated using interviews, if whether the academic staff perceived staff development as a means of skills development; what factors motivated academic staff to attend the skills development programmes offered by their organisation; and which staff development programmes are perceived to be contributing much to academic skills development in a selected university in the Eastern Cape Province in South Africa. Utilising a purposive sampling technique, the number of academic staff interviewed was 15 from five faculties. A structured interview guide was used to solicit responses from the selected participants. Questions in the interview schedule ranged from issues pertaining to their registration on the skills development programme and how their personal skills have improved due to the programme. Upon completing the interview with an audio recorder, it was then transcribed and a thematic analysis method was used. It was found that participants were not satisfied with the academic skills development programmes offered by the university. While most respondents seemed to be aware of the skills programme, many were adamant to provide conclusive evidence on the impact of the programmes. The major disjoint among the participants rested on the performance tools used by the university to promote staff, which was mainly based on research output. This view meant that teaching and learning were not recognized as a tool that can be used to improve staff skills development, and as such, the perception was that there was bias in the education system in terms of rewarding employees who participate in certain programmes. The majority of the participants stated that they do apply what they learn to their teaching approaches, although they felt they were not rewarded by the education system as a whole. The major implication coming from this study is that the duality of the education system in South Africa makes it harder to achieve an equilibrium were both academic staffs practicing teaching and learning, and researchers are seen as equals.
- Full Text:
- Date Issued: 2018
Exploring National Certificate Vocational (NCV) level two learners’ misconceptions in algebraic functions through integrating GeoGebra during teaching and learning
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
Exploring teachers’ attitudes to implementing blended learning: a case study
- Authors: Williams, Monique
- Date: 2018
- Subjects: Blended learning -- South Africa , Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/35829 , vital:33851
- Description: One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Full Text:
- Date Issued: 2018
- Authors: Williams, Monique
- Date: 2018
- Subjects: Blended learning -- South Africa , Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/35829 , vital:33851
- Description: One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Full Text:
- Date Issued: 2018
Factors affecting teachers' attitude towards the implementation of inclusive education
- Authors: Zukani, Ncediswa Millicent
- Date: 2018
- Subjects: Inclusive education Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , (MEd) Education
- Identifier: http://hdl.handle.net/10353/10094 , vital:35336
- Description: This study is a quantitative study done in selected schools on teachers’ attitudes towards the implementation of inclusive education. Despite efforts to ensure quality education for all learners through inclusive education in South Africa, indications are that many learners, especially those who experience barriers to learning, are still excluded from full access to quality and equitable education opportunities in mainstream schools. Research has shown that the success of inclusive education depends upon teachers’ attitudes. It also shows that attitudes can hinder the progress of the implementation of inclusive education. The paper draws on White Paper 6 which speaks to inclusion of children with disabilities in schools. As the legislative and policy framework for the implementation of inclusive education, White Paper 6 states that “a public school must admit learners and serve their educational requirements without unfairly discriminating in any way”. The study is framed by Ajzen’s theory of planned behaviour, which suggests that an attitude towards behaviour is influenced by past experiences, previous knowledge and newly acquired knowledge. The study reflects findings from a questionnaire circulated to 75 teachers at three selected high schools, using descriptive statistics to analyse the data. Findings showed that there is no relationship between attitudes based on factors, including class size, years of experience, inadequate resource, and lack of adequate training but the main negative influence was found to be lack of support in implementing inclusive education. The conclusion is that there is no relationship between attitudes and the factors identified except lack of support. This research concludes with recommendations to address teachers’ attitudes in order to facilitate the inclusion of learners with special needs in the classroom.
- Full Text:
- Date Issued: 2018
- Authors: Zukani, Ncediswa Millicent
- Date: 2018
- Subjects: Inclusive education Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , (MEd) Education
- Identifier: http://hdl.handle.net/10353/10094 , vital:35336
- Description: This study is a quantitative study done in selected schools on teachers’ attitudes towards the implementation of inclusive education. Despite efforts to ensure quality education for all learners through inclusive education in South Africa, indications are that many learners, especially those who experience barriers to learning, are still excluded from full access to quality and equitable education opportunities in mainstream schools. Research has shown that the success of inclusive education depends upon teachers’ attitudes. It also shows that attitudes can hinder the progress of the implementation of inclusive education. The paper draws on White Paper 6 which speaks to inclusion of children with disabilities in schools. As the legislative and policy framework for the implementation of inclusive education, White Paper 6 states that “a public school must admit learners and serve their educational requirements without unfairly discriminating in any way”. The study is framed by Ajzen’s theory of planned behaviour, which suggests that an attitude towards behaviour is influenced by past experiences, previous knowledge and newly acquired knowledge. The study reflects findings from a questionnaire circulated to 75 teachers at three selected high schools, using descriptive statistics to analyse the data. Findings showed that there is no relationship between attitudes based on factors, including class size, years of experience, inadequate resource, and lack of adequate training but the main negative influence was found to be lack of support in implementing inclusive education. The conclusion is that there is no relationship between attitudes and the factors identified except lack of support. This research concludes with recommendations to address teachers’ attitudes in order to facilitate the inclusion of learners with special needs in the classroom.
- Full Text:
- Date Issued: 2018
Innovative teaching strategies for empowering foundation phase teachers in an inclusive classroom
- Authors: Kusterer, Gail Lee
- Date: 2018
- Subjects: Inclusive education -- South Africa , Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/30951 , vital:31234
- Description: The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Full Text:
- Date Issued: 2018
- Authors: Kusterer, Gail Lee
- Date: 2018
- Subjects: Inclusive education -- South Africa , Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/30951 , vital:31234
- Description: The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Full Text:
- Date Issued: 2018
Parental involvement in homework of rural combined schools in the King William's Town Education District
- Authors: Mbembeni, Malixole Ivan
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/9940 , vital:35152
- Description: While parental involvement in homework is significant, few parents are able to assist in rural communities. The purpose of this study was to investigate the way parents and/or caregivers in rural communities are involved in the homework of their children. The main question was to find how parents in rural communities get involved in homework. The study adopted an interpretive paradigm, a qualitative approach, and a case study design to guide data collection and interpretation. Data was collected in two public combined schools in the King William’s Town District of the Eastern Cape Department of Education (ECDoE). One-on-one semi-structured interviews were used to collect data from parents, educators and principals whilst focus group interviews were used with learners. Documents were collected for background context of the schools. Documents collected include the school journals, learner portfolios, staff establishment, and school timetable. Schools were chosen purposefully because of their rural context and convenience to the researcher. Purposive sampling was also used in the selection of participants. To enhance the trustworthiness of the study, data sources were triangulated, participants were allowed to use their own language, data was mechanically recorded and transcribed and verbatim quotes were used in analysing data. The study found that all participants in both schools supported the need for parents to be involved in homework. Educators, largely, had a pessimistic view about parents; they felt that the parents do not meet their expectations in terms of assisting learners with homework. The study found that although parents see the need for their involvement in homework, in reality they are not always involved. Those parents who are able to assist with homework use a variety of strategies like assisting with the actual homework, referring their children to those who can assist, monitoring and supervising, assisting financially, and organising infrastructure. The study also found that there are several challenges facing parents in rural communities that hinder them from assisting optimally. These include negative attitude towards homework, lack of subject knowledge, irresponsibility, lack of finances and material resources, community commitments, not having enough time, family responsibilities, lack of commitment by learners, and homework overload. These challenges suggest that many parents in rural communities may not be able to provide the necessary leadership for modelling purposes to learners. This can be attributed to several exogenous and exogenous factors that have an impact on homework completion by learners. This study, in addition, found that participants have a good sense of what can be done to improve parental involvement in homework. These include the revival of Adult Basic Education (ABET), the need for integrated efforts by Non-Governmental Organizations (NGOS), government departments, schools, and community organizations to improve infrastructure in rural communities, have awareness campaigns on the significance of parental involvement, provision of access to Information Communication Technology (ICT), establishment of homework support groups and quiz clubs, provision of incentives for parental assistance, and reduction of child labour.
- Full Text:
- Date Issued: 2018
- Authors: Mbembeni, Malixole Ivan
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/9940 , vital:35152
- Description: While parental involvement in homework is significant, few parents are able to assist in rural communities. The purpose of this study was to investigate the way parents and/or caregivers in rural communities are involved in the homework of their children. The main question was to find how parents in rural communities get involved in homework. The study adopted an interpretive paradigm, a qualitative approach, and a case study design to guide data collection and interpretation. Data was collected in two public combined schools in the King William’s Town District of the Eastern Cape Department of Education (ECDoE). One-on-one semi-structured interviews were used to collect data from parents, educators and principals whilst focus group interviews were used with learners. Documents were collected for background context of the schools. Documents collected include the school journals, learner portfolios, staff establishment, and school timetable. Schools were chosen purposefully because of their rural context and convenience to the researcher. Purposive sampling was also used in the selection of participants. To enhance the trustworthiness of the study, data sources were triangulated, participants were allowed to use their own language, data was mechanically recorded and transcribed and verbatim quotes were used in analysing data. The study found that all participants in both schools supported the need for parents to be involved in homework. Educators, largely, had a pessimistic view about parents; they felt that the parents do not meet their expectations in terms of assisting learners with homework. The study found that although parents see the need for their involvement in homework, in reality they are not always involved. Those parents who are able to assist with homework use a variety of strategies like assisting with the actual homework, referring their children to those who can assist, monitoring and supervising, assisting financially, and organising infrastructure. The study also found that there are several challenges facing parents in rural communities that hinder them from assisting optimally. These include negative attitude towards homework, lack of subject knowledge, irresponsibility, lack of finances and material resources, community commitments, not having enough time, family responsibilities, lack of commitment by learners, and homework overload. These challenges suggest that many parents in rural communities may not be able to provide the necessary leadership for modelling purposes to learners. This can be attributed to several exogenous and exogenous factors that have an impact on homework completion by learners. This study, in addition, found that participants have a good sense of what can be done to improve parental involvement in homework. These include the revival of Adult Basic Education (ABET), the need for integrated efforts by Non-Governmental Organizations (NGOS), government departments, schools, and community organizations to improve infrastructure in rural communities, have awareness campaigns on the significance of parental involvement, provision of access to Information Communication Technology (ICT), establishment of homework support groups and quiz clubs, provision of incentives for parental assistance, and reduction of child labour.
- Full Text:
- Date Issued: 2018
Parents’ perceptions about male teachers’ underpresentation in the foundation phase : a study in the East London Education District
- Authors: Kewuti, Nomfihlakalo
- Date: 2018
- Subjects: Male preschool teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15914 , vital:40563
- Description: Foundation Phase in many schools is dominated by females and there are no or few male teachers in these grades. Foundation Phase comprises both boys and girls and if girls need female teachers to teach them, so the boys also need male teachers. One of the reasons why males do not want to teach in the Foundation Phase is the gender stereotype that Foundation Phase is a woman’s job, which deprive young learners the benefits that they could enjoy by having male teachers in their early years. The objectives of this study were to establish the parents’ perceptions about male teachers’ underrepresentation in the Foundation Phase; to determine how parents and their children can benefit from being taught by male teachers in the FP; to ascertain what challenges parents perceive are experienced by male teachers in the FP and to ascertain how SGB parent component can attract male teachers for FP teaching in their schools. The study was conducted in the East London Education District from three primary schools in urban, semi-urban and rural school settings. The schools selected were those that have male teachers in the FP in Grade R, 1, 2 and 3. A purposeful sample of nine parents who have children in male teacher classes in the Foundation Phase were used; three parents from each school. Qualitative data were generated through semi-structured interviews and observations, using phenomenology design. Thematic analysis was conducted on the basis of the themes that emerged from the participants’ responses to the research questions. This study adopted an interpretive paradigm to get an understanding of parents’ perceptions about male teachers’ underrepresentation in the FP from parents who have children in the male teacher classes in the FP. The findings indicated that parents feel a need for male teachers in the FP to act as disciplinarians. They also noted that their children who are taught by male teachers have good behaviours. Benefits like gender equality, improvement in sports, confidence of learners in doing their work and grooming and balancing for higher levels. It has appeared that parents also understand that male teachers experience challenges of being unaccepted by the parents of learners and also by their female colleagues. These challenges stem from the fact that teaching in FP is associated with being nannies which is a female duty; males are associated with child abuse and are thought to be paedophiles and there a great lack of trust due to these associations pointed at them. Parents in their responses have shown that they are for the view that the SGB parent component should ensure that male teachers are employed in the FP by recommending them (male teachers) in the posts at Foundation Phase level and that it should be adopted in their schools.
- Full Text:
- Date Issued: 2018
- Authors: Kewuti, Nomfihlakalo
- Date: 2018
- Subjects: Male preschool teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15914 , vital:40563
- Description: Foundation Phase in many schools is dominated by females and there are no or few male teachers in these grades. Foundation Phase comprises both boys and girls and if girls need female teachers to teach them, so the boys also need male teachers. One of the reasons why males do not want to teach in the Foundation Phase is the gender stereotype that Foundation Phase is a woman’s job, which deprive young learners the benefits that they could enjoy by having male teachers in their early years. The objectives of this study were to establish the parents’ perceptions about male teachers’ underrepresentation in the Foundation Phase; to determine how parents and their children can benefit from being taught by male teachers in the FP; to ascertain what challenges parents perceive are experienced by male teachers in the FP and to ascertain how SGB parent component can attract male teachers for FP teaching in their schools. The study was conducted in the East London Education District from three primary schools in urban, semi-urban and rural school settings. The schools selected were those that have male teachers in the FP in Grade R, 1, 2 and 3. A purposeful sample of nine parents who have children in male teacher classes in the Foundation Phase were used; three parents from each school. Qualitative data were generated through semi-structured interviews and observations, using phenomenology design. Thematic analysis was conducted on the basis of the themes that emerged from the participants’ responses to the research questions. This study adopted an interpretive paradigm to get an understanding of parents’ perceptions about male teachers’ underrepresentation in the FP from parents who have children in the male teacher classes in the FP. The findings indicated that parents feel a need for male teachers in the FP to act as disciplinarians. They also noted that their children who are taught by male teachers have good behaviours. Benefits like gender equality, improvement in sports, confidence of learners in doing their work and grooming and balancing for higher levels. It has appeared that parents also understand that male teachers experience challenges of being unaccepted by the parents of learners and also by their female colleagues. These challenges stem from the fact that teaching in FP is associated with being nannies which is a female duty; males are associated with child abuse and are thought to be paedophiles and there a great lack of trust due to these associations pointed at them. Parents in their responses have shown that they are for the view that the SGB parent component should ensure that male teachers are employed in the FP by recommending them (male teachers) in the posts at Foundation Phase level and that it should be adopted in their schools.
- Full Text:
- Date Issued: 2018
School principals' leadership behaviours in relation to teacher job dissatisfaction : a case of three rural schools in the Butterworth Education District
- Authors: Nohako, Siphumle
- Date: 2018
- Subjects: School principals Teacher-administrator relationships Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/11216 , vital:37320
- Description: There is an increasing dissatisfaction among teachers in South Africa. Teacher job dissatisfaction has been found to have negative impact on how teachers perform their jobs, is likely to influence teachers to leaving the teaching profession and impact negatively on learner achievement. Finding ways to combat the problems is of utmost importance. Leadership behaviours of school principals have been found to be one of the key factors that positively affect teacher job dissatisfaction. This qualitative study sought to understand leadership behaviours employed by rural school principals in relation to teacher job dissatisfaction. This was a case study of three schools in the Butterworth Education District in the Eastern Cape Province. A total of three principals and twelve teachers participated in the study. Semi-structured interviews and documentary analysis were data collection instruments utilised in this study. House’s Path Goal Theory was identified as the relevant theory for understanding school principals’ leadership behaviours in relation to teacher job dissatisfaction. Findings revealed that, school principals are aware of the manifestations of teacher job dissatisfaction at their schools. However, teacher job satisfaction does not feature as an agenda item in both staff and school management meetings. Moreover school principals were found to be employing various leadership behaviours to respond to different manifestations of teacher job dissatisfaction. Leadership behaviours like participative and transformational were found to have a positive impact on teacher job dissatisfaction. Directive and laissez-faire were found not suitable in improving teacher job dissatisfaction. Findings also unearthed tensions between school principals’ leadership behaviours and teachers’ expectations on how principals should lead in relation to teacher job dissatisfaction. This study proposes that, as leaders school principals should act in both formal and informal ways to build teacher commitment in their organizations and influence teachers to achieve the goals and objectives of the school. School principals should create platforms where teacher job dissatisfaction is discussed and strategies to improve it are explored. This would help them to be aware of how their leadership behaviours impact on teacher job satisfaction and thereby make conscientious decisions to improve the level of teacher job dissatisfaction.
- Full Text:
- Date Issued: 2018
- Authors: Nohako, Siphumle
- Date: 2018
- Subjects: School principals Teacher-administrator relationships Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/11216 , vital:37320
- Description: There is an increasing dissatisfaction among teachers in South Africa. Teacher job dissatisfaction has been found to have negative impact on how teachers perform their jobs, is likely to influence teachers to leaving the teaching profession and impact negatively on learner achievement. Finding ways to combat the problems is of utmost importance. Leadership behaviours of school principals have been found to be one of the key factors that positively affect teacher job dissatisfaction. This qualitative study sought to understand leadership behaviours employed by rural school principals in relation to teacher job dissatisfaction. This was a case study of three schools in the Butterworth Education District in the Eastern Cape Province. A total of three principals and twelve teachers participated in the study. Semi-structured interviews and documentary analysis were data collection instruments utilised in this study. House’s Path Goal Theory was identified as the relevant theory for understanding school principals’ leadership behaviours in relation to teacher job dissatisfaction. Findings revealed that, school principals are aware of the manifestations of teacher job dissatisfaction at their schools. However, teacher job satisfaction does not feature as an agenda item in both staff and school management meetings. Moreover school principals were found to be employing various leadership behaviours to respond to different manifestations of teacher job dissatisfaction. Leadership behaviours like participative and transformational were found to have a positive impact on teacher job dissatisfaction. Directive and laissez-faire were found not suitable in improving teacher job dissatisfaction. Findings also unearthed tensions between school principals’ leadership behaviours and teachers’ expectations on how principals should lead in relation to teacher job dissatisfaction. This study proposes that, as leaders school principals should act in both formal and informal ways to build teacher commitment in their organizations and influence teachers to achieve the goals and objectives of the school. School principals should create platforms where teacher job dissatisfaction is discussed and strategies to improve it are explored. This would help them to be aware of how their leadership behaviours impact on teacher job satisfaction and thereby make conscientious decisions to improve the level of teacher job dissatisfaction.
- Full Text:
- Date Issued: 2018
Teachers' support of learners with attention deficit hyperactivity disorder (ADHD) in mainstream grade 10 classes: a case study
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) , Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
- Full Text:
- Date Issued: 2018
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) , Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
- Full Text:
- Date Issued: 2018
The nature of postgraduate student-supervisor relationship in the completion of doctoral studies in education: an exploration in two African universities
- Authors: Rugut, Cornelius Kipleting
- Date: 2018
- Subjects: Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17955 , vital:28545
- Description: Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. Production of more PhDs in Africa is of great significance, seeing that there is a growing need for highly trained researchers to support the national social, economic and environmental goals of African countries. However, statistics show that the completion rate of doctoral studies in Africa is still very low. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. In order to answer the main research question: “What is the nature of the student-supervisor relationship as experienced by graduates who recently completed their educational doctoral studies in two African universities?” a qualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilised to select participants who had recently completed their doctoral studies in education within the last five years. An individual semi-structured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The findings were discussed under four areas, namely, expectations of the student-supervisor relationship, experiences of the student-supervisor relationship, negotiating the student-supervisor relationship and perceptions of the student-supervisor relationship in the successful completion of doctoral studies. These findings revealed that there were moments of cooperation or opposition, as well as instances of dominance or submission in the student-supervisor relationship. However, it appeared that negotiation was at the centre of the relationship, as it was evident that it strengthened the affiliation between the student and the supervisor and thus created a harmonious working relationship, while the lack of proper negotiation created discontent and opposition between the student and the supervisor. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities.
- Full Text:
- Date Issued: 2018
- Authors: Rugut, Cornelius Kipleting
- Date: 2018
- Subjects: Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17955 , vital:28545
- Description: Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. Production of more PhDs in Africa is of great significance, seeing that there is a growing need for highly trained researchers to support the national social, economic and environmental goals of African countries. However, statistics show that the completion rate of doctoral studies in Africa is still very low. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. In order to answer the main research question: “What is the nature of the student-supervisor relationship as experienced by graduates who recently completed their educational doctoral studies in two African universities?” a qualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilised to select participants who had recently completed their doctoral studies in education within the last five years. An individual semi-structured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The findings were discussed under four areas, namely, expectations of the student-supervisor relationship, experiences of the student-supervisor relationship, negotiating the student-supervisor relationship and perceptions of the student-supervisor relationship in the successful completion of doctoral studies. These findings revealed that there were moments of cooperation or opposition, as well as instances of dominance or submission in the student-supervisor relationship. However, it appeared that negotiation was at the centre of the relationship, as it was evident that it strengthened the affiliation between the student and the supervisor and thus created a harmonious working relationship, while the lack of proper negotiation created discontent and opposition between the student and the supervisor. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities.
- Full Text:
- Date Issued: 2018
The use of textbooks by teachers in teaching mathematics at selected primary schools in East London education district
- Authors: Adu, K.O.
- Date: 2018
- Subjects: Mathematics -- Textbooks Mathematics -- Study and teaching (Primary)
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/8989 , vital:34180
- Description: Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that Mathematics is expected to help in accelerating social, economic and technological progress of any society. The Primary school level is very important in any educational system and any lack at this level would permeate to other levels of the educational system. Hence, this dissertation examines the use of textbooks by teachers in teaching Mathematics at selected primary schools in East London Education district. The study adopted the interpretivist paradigm and employed the qualitative approach in investigating the phenomenon. The dissertation made use of phenomenology research design as it attempted to understand people’s (learners’ and teachers’) perceptions, perspectives and understandings of the use of textbooks in teaching Mathematics. Semi-structured interviews and observation were used to elicit information from the six mathematics teachers and three heads of department who were purposively selected. The data collected were analysed using thematic approach where themes were developed from the research questions after transcribing, sorting and categorizing them. The findings of the study demonstrated that the participants selected textbooks from the ones prescribed by the department that were written in the CAPS documents. They had no influence or decision on textbook selection. All the teachers believed that lesson plan is very important and it is a must to have a very detailed and comprehensive lesson plan that is well-aligned to the contents of CAPS document and the textbook. The study further revealed that, for effective delivery of lesson and planning, there is need for a practical use of textbooks by the teacher. The study concluded that one of the most fundamental issues to consider is the fact that, as good as the use of textbook for planning and delivery of lesson activities is, it can also be a problem if not carefully and professionally planned and used accordingly. The over-dependence on textbooks at the expense of other resources may cause ineffective learning and teaching of mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Adu, K.O.
- Date: 2018
- Subjects: Mathematics -- Textbooks Mathematics -- Study and teaching (Primary)
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/8989 , vital:34180
- Description: Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that Mathematics is expected to help in accelerating social, economic and technological progress of any society. The Primary school level is very important in any educational system and any lack at this level would permeate to other levels of the educational system. Hence, this dissertation examines the use of textbooks by teachers in teaching Mathematics at selected primary schools in East London Education district. The study adopted the interpretivist paradigm and employed the qualitative approach in investigating the phenomenon. The dissertation made use of phenomenology research design as it attempted to understand people’s (learners’ and teachers’) perceptions, perspectives and understandings of the use of textbooks in teaching Mathematics. Semi-structured interviews and observation were used to elicit information from the six mathematics teachers and three heads of department who were purposively selected. The data collected were analysed using thematic approach where themes were developed from the research questions after transcribing, sorting and categorizing them. The findings of the study demonstrated that the participants selected textbooks from the ones prescribed by the department that were written in the CAPS documents. They had no influence or decision on textbook selection. All the teachers believed that lesson plan is very important and it is a must to have a very detailed and comprehensive lesson plan that is well-aligned to the contents of CAPS document and the textbook. The study further revealed that, for effective delivery of lesson and planning, there is need for a practical use of textbooks by the teacher. The study concluded that one of the most fundamental issues to consider is the fact that, as good as the use of textbook for planning and delivery of lesson activities is, it can also be a problem if not carefully and professionally planned and used accordingly. The over-dependence on textbooks at the expense of other resources may cause ineffective learning and teaching of mathematics.
- Full Text:
- Date Issued: 2018
Understanding the contribution of third space theory in the Masikhulisane reading programme
- Authors: Janse van Rensburg, Monique
- Date: 2018
- Subjects: Literacy programs -- South Africa , Literacy -- Social aspects -- South Africa , Language arts -- South Africa , Reading promotion
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18652 , vital:28699
- Description: The focus of this study is to understand the contribution third space theory makes to literacy practices in the Masikhulisane Reading Programme. The Masikhulisane Reading Programme is an in-school reading club involving reading stories for enjoyment. This study concentrated on the Grade Six participants in term three of the programme, where cross-age reading receives emphasis in service of cultivating reading for pleasure. An older (or more experienced) learner was paired with a younger (less competent) learner for the purpose of nurturing quality reading competencies and reading for enjoyment. The challenges of bilingual reading and developing reading practices without sufficient resources informed this study. The Masikhulisane Reading Programme seems to provide a solution to some of these challenges, offering reading material to learners and affording them agency in terms of their buddy system. Multiple data generation methods were used in order to gain a real understanding of what the Masikhulisane Reading Programme meant to the Grade Six learners, namely: observation of classroom practice, drawings with written and verbal descriptions, and two teacher interviews. The teachers corroborated what the learners said, supporting the idea that learners benefit from an abundance of opportunities to read, while taking ownership in their paired reading. The framework designed for data analysis provided a type of coding, and a way of recognising themes. The designed framework provided an overview and was applied to all the data as a means of drawing out patters to provide explanatory potential. One way to understanding this programme is through the, Third Space Theory, which recognises that in different spaces, participants can take up different positions, allowing for different ways of being. Each Grade Six learners became the teachers with one buddy, teaching and establishing a reading practice with their younger buddy. This gave them the chance to be responsible for developing a love for reading, which was empowering for both them and their buddy.
- Full Text:
- Date Issued: 2018
- Authors: Janse van Rensburg, Monique
- Date: 2018
- Subjects: Literacy programs -- South Africa , Literacy -- Social aspects -- South Africa , Language arts -- South Africa , Reading promotion
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18652 , vital:28699
- Description: The focus of this study is to understand the contribution third space theory makes to literacy practices in the Masikhulisane Reading Programme. The Masikhulisane Reading Programme is an in-school reading club involving reading stories for enjoyment. This study concentrated on the Grade Six participants in term three of the programme, where cross-age reading receives emphasis in service of cultivating reading for pleasure. An older (or more experienced) learner was paired with a younger (less competent) learner for the purpose of nurturing quality reading competencies and reading for enjoyment. The challenges of bilingual reading and developing reading practices without sufficient resources informed this study. The Masikhulisane Reading Programme seems to provide a solution to some of these challenges, offering reading material to learners and affording them agency in terms of their buddy system. Multiple data generation methods were used in order to gain a real understanding of what the Masikhulisane Reading Programme meant to the Grade Six learners, namely: observation of classroom practice, drawings with written and verbal descriptions, and two teacher interviews. The teachers corroborated what the learners said, supporting the idea that learners benefit from an abundance of opportunities to read, while taking ownership in their paired reading. The framework designed for data analysis provided a type of coding, and a way of recognising themes. The designed framework provided an overview and was applied to all the data as a means of drawing out patters to provide explanatory potential. One way to understanding this programme is through the, Third Space Theory, which recognises that in different spaces, participants can take up different positions, allowing for different ways of being. Each Grade Six learners became the teachers with one buddy, teaching and establishing a reading practice with their younger buddy. This gave them the chance to be responsible for developing a love for reading, which was empowering for both them and their buddy.
- Full Text:
- Date Issued: 2018
A baseline study of teacher and learner perspectives of language demands in science classrooms in the Nelson Mandela Bay Metropole
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
- Full Text:
- Date Issued: 2017
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
- Full Text:
- Date Issued: 2017
A teacher collective as a professional development approach to promote foundation phase mathematics teaching
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
An arts based comparative study of pre-service teachers' perceptions of lecturers' engagement with a humanizing pedagogy
- Authors: Wafula, Josphat Gamba
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa , Teacher-student relationships -- Kenya Teachers college graduates -- South Africa Teachers college graduates -- Kenya Teachers -- Training of -- South Africa Teachers -- Training of -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20162 , vital:29148
- Description: The tenet of this study was to elicit pre-service teachers’ insights, thoughts and opinions on their perceptions of lecturers’ engagement with a humanizing pedagogy through the analysis of the participants’ role plays, focused group interviews and written narratives. For the purposes of this study a qualitative approach was adopted employing a multiple case study design that focused on two African institutions; one in Kenya (University M) and one in South Africa (University N), involving 3rd year pre-service teachers in the intermediate phase programme of study. The accumulated data were coded, integrated and analyzed thematically. The findings revealed that although there are lectures who make concerted efforts to embrace humanizing pedagogy in their teaching and create opportunities for interactive learning, most of the teaching is concerned with the issuing of communiqués prepared by others with little input from students thereby leading to a one-way communication process, which denies students of a voice. One-way dialogue excludes the students from critical participation as highlighted by the participants in the study. Furthermore, the findings emerging from the study revealed that the participants perceived the humanizing pedagogy as key to facilitating a safe and friendly learning environment; a strategy that affirms interactive engagement and one which favors a learner-centered approach inclusive of positive pedagogical practices and approaches. The findings of the study also revealed that the dehumanizing experiences that participants had to contend with focused predominantly on the teachers’ obsession with banking education which the participants believed stifled the development of critical consciousness. It is hoped that the findings emerging from this study will inform an understanding and need for dialogue since the study provides valuable insights into the personal and professional transformation which can take place in the lecture rooms. Furthermore, the study has the potential to inform Kenyan and South African teacher education programs with a view to improving teaching practices and approaches that have the potential to stimulate critical and creative thinking through active participation, dialogue and interactive meaning-making.
- Full Text:
- Date Issued: 2017
- Authors: Wafula, Josphat Gamba
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa , Teacher-student relationships -- Kenya Teachers college graduates -- South Africa Teachers college graduates -- Kenya Teachers -- Training of -- South Africa Teachers -- Training of -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20162 , vital:29148
- Description: The tenet of this study was to elicit pre-service teachers’ insights, thoughts and opinions on their perceptions of lecturers’ engagement with a humanizing pedagogy through the analysis of the participants’ role plays, focused group interviews and written narratives. For the purposes of this study a qualitative approach was adopted employing a multiple case study design that focused on two African institutions; one in Kenya (University M) and one in South Africa (University N), involving 3rd year pre-service teachers in the intermediate phase programme of study. The accumulated data were coded, integrated and analyzed thematically. The findings revealed that although there are lectures who make concerted efforts to embrace humanizing pedagogy in their teaching and create opportunities for interactive learning, most of the teaching is concerned with the issuing of communiqués prepared by others with little input from students thereby leading to a one-way communication process, which denies students of a voice. One-way dialogue excludes the students from critical participation as highlighted by the participants in the study. Furthermore, the findings emerging from the study revealed that the participants perceived the humanizing pedagogy as key to facilitating a safe and friendly learning environment; a strategy that affirms interactive engagement and one which favors a learner-centered approach inclusive of positive pedagogical practices and approaches. The findings of the study also revealed that the dehumanizing experiences that participants had to contend with focused predominantly on the teachers’ obsession with banking education which the participants believed stifled the development of critical consciousness. It is hoped that the findings emerging from this study will inform an understanding and need for dialogue since the study provides valuable insights into the personal and professional transformation which can take place in the lecture rooms. Furthermore, the study has the potential to inform Kenyan and South African teacher education programs with a view to improving teaching practices and approaches that have the potential to stimulate critical and creative thinking through active participation, dialogue and interactive meaning-making.
- Full Text:
- Date Issued: 2017
An investigation of the link between the typical geometry errors and the Van Hiele levels of geometric thought of grade 9 learners
- Authors: Steyn, Catherina
- Date: 2017
- Subjects: Van Hiele Model Geometry -- Study and teaching (Elementary) , Error analysis (Mathematics)
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12152 , vital:27037
- Description: South African learners perform poorly in the geometry sections of both national and international assessments. Numerous assessment reports mention multiple errors that keep re-occurring and play a big role in the learners’ poor performance. For this research, the link between the grade 9 learners Van Hiele levels of thought and the typical errors that they made were investigated. In this mixed method study, 194 grade 9 learners in two schools in Port Elizabeth, South Africa were tested using a Van Hiele based test. A test was set up containing multiple-choice and open-ended questions and was used to determine firstly, the predominant level of geometric reasoning of the learners and secondly, to determine their typical errors. Semi-structured interviews were held with six learners to gain more insight into some of the typical errors uncovered in the tests. The quantitative data revealed that the learners’ predominant levels of geometric thought were low. Furthermore, the qualitative data revealed typical error patterns concerning angles and sides, parallel lines, hierarchy of quadrilaterals and incorrect reasons in the proofs. The quantitative and qualitative data was merged to determine if the errors could be linked to the Van Hiele levels. From the findings, it was concluded that most of their typical errors could be linked to the Van Hiele levels of the learners.
- Full Text:
- Date Issued: 2017
- Authors: Steyn, Catherina
- Date: 2017
- Subjects: Van Hiele Model Geometry -- Study and teaching (Elementary) , Error analysis (Mathematics)
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12152 , vital:27037
- Description: South African learners perform poorly in the geometry sections of both national and international assessments. Numerous assessment reports mention multiple errors that keep re-occurring and play a big role in the learners’ poor performance. For this research, the link between the grade 9 learners Van Hiele levels of thought and the typical errors that they made were investigated. In this mixed method study, 194 grade 9 learners in two schools in Port Elizabeth, South Africa were tested using a Van Hiele based test. A test was set up containing multiple-choice and open-ended questions and was used to determine firstly, the predominant level of geometric reasoning of the learners and secondly, to determine their typical errors. Semi-structured interviews were held with six learners to gain more insight into some of the typical errors uncovered in the tests. The quantitative data revealed that the learners’ predominant levels of geometric thought were low. Furthermore, the qualitative data revealed typical error patterns concerning angles and sides, parallel lines, hierarchy of quadrilaterals and incorrect reasons in the proofs. The quantitative and qualitative data was merged to determine if the errors could be linked to the Van Hiele levels. From the findings, it was concluded that most of their typical errors could be linked to the Van Hiele levels of the learners.
- Full Text:
- Date Issued: 2017