Factors influencing English reading competencies of Grade 4 learners in the Libode-Mega District of the Eastern Cape Province of South Africa
- Authors: Nomkopo, Cornas Ngephi
- Date: 2019
- Subjects: English reading competency -- School learners Reading(Primary) -- Eastern Cape
- Language: English
- Type: Thesis , Masters/Doctoral , M Ed
- Identifier: http://hdl.handle.net/11260/1400 , vital:34371
- Description: Reading has become the national and international centre of debate as learners persistently read below the required levels and matriculation results are due to learners‟ poor reading competencies. The concerns about poor reading competencies has mounted into inflammatory statements in articles and popular media nationally, continentally and internationally. Without the ability to read learners are deprived access to pertinent information and knowledge that can assist individuals in lifelong learning. Being a language teacher, the researcher in this study strongly believe that every learner can read appropriately and teachers can assist learners to improve their reading competencies. The purpose of the study was to identify the factors contributing to poor reading competencies of grade 4 learners and to provide recommendations to assist in dealing with poor reading competencies. Qualitative research approach was undertaken to deal with all aspects related to research methodology. The data were collected using research instruments such as observation of six learners from three selected primary schools. The observation was conducted during reading of text by learners in the presence of English teachers. The questionnaires were distributed to eleven teachers offering English in grade 4 as another means of data collection instrument. Major findings of the study revealed that factors affecting reading competencies are hugely emanated from schools, teachers, family background, departmental policy and learners themselves. Despite reading problems exist in schools, there are always positive solutions to bring hope and success to the learners.
- Full Text:
- Date Issued: 2019
- Authors: Nomkopo, Cornas Ngephi
- Date: 2019
- Subjects: English reading competency -- School learners Reading(Primary) -- Eastern Cape
- Language: English
- Type: Thesis , Masters/Doctoral , M Ed
- Identifier: http://hdl.handle.net/11260/1400 , vital:34371
- Description: Reading has become the national and international centre of debate as learners persistently read below the required levels and matriculation results are due to learners‟ poor reading competencies. The concerns about poor reading competencies has mounted into inflammatory statements in articles and popular media nationally, continentally and internationally. Without the ability to read learners are deprived access to pertinent information and knowledge that can assist individuals in lifelong learning. Being a language teacher, the researcher in this study strongly believe that every learner can read appropriately and teachers can assist learners to improve their reading competencies. The purpose of the study was to identify the factors contributing to poor reading competencies of grade 4 learners and to provide recommendations to assist in dealing with poor reading competencies. Qualitative research approach was undertaken to deal with all aspects related to research methodology. The data were collected using research instruments such as observation of six learners from three selected primary schools. The observation was conducted during reading of text by learners in the presence of English teachers. The questionnaires were distributed to eleven teachers offering English in grade 4 as another means of data collection instrument. Major findings of the study revealed that factors affecting reading competencies are hugely emanated from schools, teachers, family background, departmental policy and learners themselves. Despite reading problems exist in schools, there are always positive solutions to bring hope and success to the learners.
- Full Text:
- Date Issued: 2019
Stressful experiences of Primary school teachers in one education District: A South African case study
- Nomtshongwana, Thanduxolo Albert
- Authors: Nomtshongwana, Thanduxolo Albert
- Date: 2019
- Subjects: Stress -- School educators Frustration and strain(Primary) -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1401 , vital:34372
- Description: This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
- Full Text:
- Date Issued: 2019
- Authors: Nomtshongwana, Thanduxolo Albert
- Date: 2019
- Subjects: Stress -- School educators Frustration and strain(Primary) -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1401 , vital:34372
- Description: This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
- Full Text:
- Date Issued: 2019
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