Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district
- Authors: Gobingca, Zameka
- Date: 2013
- Subjects: Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16189 , http://hdl.handle.net/10353/d1006250 , Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Description: The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.
- Full Text:
- Date Issued: 2013
- Authors: Gobingca, Zameka
- Date: 2013
- Subjects: Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16189 , http://hdl.handle.net/10353/d1006250 , Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Description: The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.
- Full Text:
- Date Issued: 2013
Teachers' experiences regarding the national curriculum statement implementation in the Mthatha District, Eastern Cape, South Africa
- Ngibe, Nondwe Cynthia Phelokazi
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2013
- Subjects: National curriculum statement -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18436 , http://hdl.handle.net/11260/d1007191
- Description: This is a study that was conducted in order to explore Mthatha teachers’ experiences in relation to the implementation of the New Curriculum Statement (NCS). The new curriculum, having been introduced in 1997, presented some challenges that were encountered by the Junior Secondary School teachers, who were required to implement it. The challenges experienced by teachers included too much paperwork, confusion and stress, widespread learner underperformance in international and local assessments, teacher workload and the administrative burden. Ten schools from the population of schools in the Mthatha District were purposely sampled and data were collected. Quantitative and qualitative research methodologies were used to collect data from the participants who were teachers of Mthatha junior secondary schools. Questionnaires were used to collect data from teachers and structured interviews were given to school managers. The data were analyzed manually and by using SPSS Windows version 19.0 (SPSS Inc, Chicago, IL, USA). It emerged from the study that the workload was excessive as to the paperwork and confusion and stress are there due to continuous changes in the curriculum. Regular workshops conducted by experts need to be arranged timeously. Administrative equipment in schools, such as computers, are sorely needed together with clerical staff that could help with administrative tasks.
- Full Text:
- Date Issued: 2013
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2013
- Subjects: National curriculum statement -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18436 , http://hdl.handle.net/11260/d1007191
- Description: This is a study that was conducted in order to explore Mthatha teachers’ experiences in relation to the implementation of the New Curriculum Statement (NCS). The new curriculum, having been introduced in 1997, presented some challenges that were encountered by the Junior Secondary School teachers, who were required to implement it. The challenges experienced by teachers included too much paperwork, confusion and stress, widespread learner underperformance in international and local assessments, teacher workload and the administrative burden. Ten schools from the population of schools in the Mthatha District were purposely sampled and data were collected. Quantitative and qualitative research methodologies were used to collect data from the participants who were teachers of Mthatha junior secondary schools. Questionnaires were used to collect data from teachers and structured interviews were given to school managers. The data were analyzed manually and by using SPSS Windows version 19.0 (SPSS Inc, Chicago, IL, USA). It emerged from the study that the workload was excessive as to the paperwork and confusion and stress are there due to continuous changes in the curriculum. Regular workshops conducted by experts need to be arranged timeously. Administrative equipment in schools, such as computers, are sorely needed together with clerical staff that could help with administrative tasks.
- Full Text:
- Date Issued: 2013
Teenage fathers as learners in a Butterworth Secondary School: implications for sex education
- Authors: Njambatwa, Mluleki
- Date: 2013
- Subjects: Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16195 , http://hdl.handle.net/10353/d1006294 , Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Description: Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
- Full Text:
- Date Issued: 2013
- Authors: Njambatwa, Mluleki
- Date: 2013
- Subjects: Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16195 , http://hdl.handle.net/10353/d1006294 , Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Description: Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
- Full Text:
- Date Issued: 2013
The effects of HIV/AIDS epidemic on teachers and learners of one secondary school in Mthatha District
- Authors: Ntshanga, Nandipa
- Date: 2013
- Subjects: HIV/AIDS -- Epidemic -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18458 , http://hdl.handle.net/11260/d1008205
- Description: The aim of this research study was to investigate the effects of HIV/AIDS on teachers and learners of one Secondary School in Mthatha District of Eastern Cape, South Africa. The research design used was a case study; both quantitative and qualitative techniques were employed. The research was conducted in one secondary school, where data was collected using the interview schedules and the questionnaires. The teachers and learners were the respondents. Close-ended responses were analysed using Statistical Programme for Social Sciences (SPSS) computer software. Open-ended responses and interviews were analysed manually using sentence analysis, themes, categories and pattern. Interview responses were also analysed and interpreted using descriptions. From the analysis and interpretation of results, the following main findings emerged: HIV/AIDS has a devastating and deadly effect on both learners and teachers such as:-early sick pensions, redeployments, high teacher death rate, high learner death rate and learner absenteeism. Learner and teacher absenteeism trough HIV/AIDS epidemic, learner drop-out from school because of HIV/AIDS, non-fulfillment of future goals by the learners were discovered by the researcher as some of the findings from the study. From the findings it emerged that HIV/AIDS has devastating and deadly effect on both learners and educators. Support on those who are affected by HIV/AIDS epidemic is recommended by the researcher and the strategies that can be used to control HIV/AIDS epidemic.
- Full Text:
- Date Issued: 2013
- Authors: Ntshanga, Nandipa
- Date: 2013
- Subjects: HIV/AIDS -- Epidemic -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18458 , http://hdl.handle.net/11260/d1008205
- Description: The aim of this research study was to investigate the effects of HIV/AIDS on teachers and learners of one Secondary School in Mthatha District of Eastern Cape, South Africa. The research design used was a case study; both quantitative and qualitative techniques were employed. The research was conducted in one secondary school, where data was collected using the interview schedules and the questionnaires. The teachers and learners were the respondents. Close-ended responses were analysed using Statistical Programme for Social Sciences (SPSS) computer software. Open-ended responses and interviews were analysed manually using sentence analysis, themes, categories and pattern. Interview responses were also analysed and interpreted using descriptions. From the analysis and interpretation of results, the following main findings emerged: HIV/AIDS has a devastating and deadly effect on both learners and teachers such as:-early sick pensions, redeployments, high teacher death rate, high learner death rate and learner absenteeism. Learner and teacher absenteeism trough HIV/AIDS epidemic, learner drop-out from school because of HIV/AIDS, non-fulfillment of future goals by the learners were discovered by the researcher as some of the findings from the study. From the findings it emerged that HIV/AIDS has devastating and deadly effect on both learners and educators. Support on those who are affected by HIV/AIDS epidemic is recommended by the researcher and the strategies that can be used to control HIV/AIDS epidemic.
- Full Text:
- Date Issued: 2013
The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
The use of English and isiXhosa in teaching and learning Physical Sciences in four schools in King Williams Town education district of the Eastern Cape: a case study
- Authors: Sibanda, Busani
- Date: 2013
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16222 , http://hdl.handle.net/10353/d1019733
- Description: The present study investigates the use of English and isiXhosa in teaching and learning Physical Sciences in four King Williams Town schools. Physical Sciences educators and Grade 11 Physical Sciences learners were interviewed to find out about their perceptions with regard to the language(s) used in the learning and teaching of the subject Physical Sciences. The same educators and learners were also observed to find out their actual language practices in class. The findings revealed that English was the preferred medium of instruction in the learning and teaching of Physical Sciences, even though the majority of learners had low proficiency in English. Both teachers and learners extensively use code-switching to bridge this language gap in order to improve the learning of content. The choice to use isiXhosa to bridge the English second language barrier was influenced by the language profile of the learners. However, even in lessons in which teachers used code-switching, the participation of learners in class discussions was very low because the delivery of the lessons was still teacher-centred. The National Department of Education assessment policy seems to limit schools toward adopting English as the LoLT even though learners in these schools were isiXhosa first language speakers. The fact that all assessment are done in English leads to school adopting English on LoLT. Schools adopted the English only policy as way of promoting learners’ learning and understanding of English, so that the learners are not disadvantaged by the English language factor when writing examinations.
- Full Text:
- Date Issued: 2013
- Authors: Sibanda, Busani
- Date: 2013
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16222 , http://hdl.handle.net/10353/d1019733
- Description: The present study investigates the use of English and isiXhosa in teaching and learning Physical Sciences in four King Williams Town schools. Physical Sciences educators and Grade 11 Physical Sciences learners were interviewed to find out about their perceptions with regard to the language(s) used in the learning and teaching of the subject Physical Sciences. The same educators and learners were also observed to find out their actual language practices in class. The findings revealed that English was the preferred medium of instruction in the learning and teaching of Physical Sciences, even though the majority of learners had low proficiency in English. Both teachers and learners extensively use code-switching to bridge this language gap in order to improve the learning of content. The choice to use isiXhosa to bridge the English second language barrier was influenced by the language profile of the learners. However, even in lessons in which teachers used code-switching, the participation of learners in class discussions was very low because the delivery of the lessons was still teacher-centred. The National Department of Education assessment policy seems to limit schools toward adopting English as the LoLT even though learners in these schools were isiXhosa first language speakers. The fact that all assessment are done in English leads to school adopting English on LoLT. Schools adopted the English only policy as way of promoting learners’ learning and understanding of English, so that the learners are not disadvantaged by the English language factor when writing examinations.
- Full Text:
- Date Issued: 2013