An investigation into the efficacy of English language literacy support for students at the Ibika campus of the Walter Sisulu University.
- Authors: Napier, Astrid
- Date: 2011-01
- Subjects: English Language , Study and Teaching , Information Literacy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23851 , vital:60919
- Description: Institutions of higher learning are experiencing high failure rates, and this according to Scott, Yeld and Hendry (2007) can partly be attributed to the lack of adequate support for students after they have been admitted. Adequate support is very necessary, since research has shown that many students, especially those from former Department of Education and Training, are underprepared for tertiary institutions. Students at the Ibika Campus, the site where the research took place, are predominately from the former Department of Education and Training. The objective of this study therefore was to investigate why students at the Ibika Campus of the Walter Sisulu University seem to encounter problems with English mastery even though English language support services have been instituted; to discover what the perceptions of the WSU students and staff were with regard to the English support services; to determine what challenges the support services had , if any, in providing best service and to ascertain whether the English support services could be enhanced. The research was conducted at the Ibika Campus of the WSU. The design was that of the case study and a mixed method methodology was used. A total sample of 142 students, 5 staff members from the library, 1 staff member from the WC and 5 staff members from computer laboratories, as well as 12 staff members from the Ibika campus participated. A non probability sampling method was used. Students were selected from 1st year, second year and third year of their respective studies, ranging across the 14 departments at Ibika campus. Lecturing staff members were also selected across these departments. The instruments were structured questionnaires and interviews. The findings indicated that the English support services faced many challenges in their endeavor to provide services to students and the conclusion is that the English Language support services were therefore not as effective as it could be in giving support to students. It is recommended that the English Language support services immediately be improved in terms of space, since the venues for all three support services are too small, human resources and resources that support Teaching and Learning. It is further recommended that the university authorities seriously consider implementing an assessment test for all new entrants to the university, in order to establish who were in need of English Language support, and that these students be immersed in a programme that will assist them to improve their English Language proficiency. Finally, it is recommended that students complete a graduation threshold English proficiency examination in order that the institution can have confidence that students are proficient in English. , Thesis (MEd) -- Faculty of Education, 2011
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- Date Issued: 2011-01
An investigation into the efficacy of English language literacy support for students at the Ibika campus of the Walter Sisulu university.
- Authors: Napier, Astrid
- Date: 2011_01
- Subjects: Study and Teaching , Information Literacy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23498 , vital:57953
- Description: Institutions of higher learning are experiencing high failure rates, and this according to Scott, Yeld and Hendry (2007) can partly be attributed to the lack of adequate support for students after they have been admitted. Adequate support is very necessary, since research has shown that many students, especially those from former Department of Education and Training, are underprepared for tertiary institutions. Students at the Ibika Campus, the site where the research took place, are predominately from the former Department of Education and Training. The objective of this study therefore was to investigate why students at the Ibika Campus of the Walter Sisulu University seem to encounter problems with English mastery even though English language support services have been instituted; to discover what the perceptions of the WSU students and staff were with regard to the English support services; to determine what challenges the support services had , if any, in providing best service and to ascertain whether the English support services could be enhanced. The research was conducted at the Ibika Campus of the WSU. The design was that of the case study and a mixed method methodology was used. A total sample of 142 students, 5 staff members from the library, 1 staff member from the WC and 5 staff members from computer laboratories, as well as 12 staff members from the Ibika campus participated. A non probability sampling method was used. Students were selected from 1st year, second year and third year of their respective studies, ranging across the 14 departments at Ibika campus. Lecturing staff members were also selected across these departments. The instruments were structured questionnaires and interviews. The findings indicated that the English support services faced many challenges in their endeavor to provide services to students and the conclusion is that the English Language support services were therefore not as effective as it could be in giving support to students. It is recommended that the English Language support services immediately be improved in terms of space, since the venues for all three support services are too small, human resources and resources that support Teaching and Learning. It is further recommended that the university authorities seriously consider implementing an assessment test for all new entrants to the university, in order to establish who were in need of English Language support, and that these students be immersed in a programme that will assist them to improve their English Language proficiency. Finally, it is recommended that students complete a graduation threshold English proficiency examination in order that the institution can have confidence that students are proficient in English. , Thesis (MA) -- Faculty of Education, 2011
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- Date Issued: 2011_01
A study of mathematics instructional practices in foundation phase grade three classrooms in East London
- Authors: Williams, Beverley Diana
- Date: 2011
- Subjects: Mathematics--Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh85082164 , Mathematics--Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19585 , vital:43146
- Description: This study describes the instructional practices of grade three teachers in their attempt to facilitate mathematical learning. The teachers’ practices are described in relation to the requirements of the revised National Curriculum Statement. In order to demarcate the field of investigation, the researcher provides an overview of the historical background of the study and draws attention to the knowledge interest of the investigation. The problem, the research questions, the assumptions of the study, the significance of the study, the rationale and the delimitation of the study are all set out in this chapter. A list of the major terms used in the study is also given. In concluding the chapter and outline of the issues discussed in each of the five chapters is given. , Thesis (MEd) -- University of Fort Hare, 2011
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- Date Issued: 2011
Exploring the practices of school management teams (SMT's) in the promotion of quality teaching and learning: A case study of three rural primary schools in King Williams Town District
- Authors: Blie-Musoke, Nondumiso
- Date: 2012-01
- Subjects: School management teams , Effective teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24671 , vital:63434
- Description: This study sought to investigate the practices that the School Management Teams (SMTs) utilize in promoting and monitoring quality teaching and learning in the rural primary schools. The researcher thought it important due to the fact that such actions form part of their central activities. It also aims to explore the kind of difficulties that may be experienced by these formations in rural settings while supporting quality teaching and learning. The main delineations and limitations of this work was that SMTs are supposed to be operational across the spectrum of schools from the first grade to the last one in the high schools. However, due to time constraints and lack of resources, this study was only carried out in three rural primary schools of the king William’s Town district. SMTs are ideally made up of the Principal, Deputy-Principal and HODs (school heads of Department) of these sampled schools who were interviewed. However, in some of the schools under study, the positions of HOD and deputy-principals had already been abolished. The researcher was informed that this was because they had low numbers of learners. In such instances, Senior Teachers were substituted since they are incorporated in the SMTs of those schools. These educators were purposively selected from the foundation, intermediate and senior phases in each primary school. With the research exploring the practices of the SMTs of three rural primary schools, a case study research design was utilized. The research instruments utilized by the researcher to collect data in this case study were Interviews and Document Analysis. The data collected was put into categories and interpreted into common themes. Sources included responses of the participants, school documents, field notes and other relevant documentation such as minutes of the minutes of the SMTs. Constructs, themes and patterns that speak to the strategies used by SMTs in promoting teaching and learning in schools were explored. Briefly, the main findings indicated that the SMTs of the sampled rural primary schools do understand the Departmental policies, but need to be innovative and create space for the practices that they could employ to promote quality teaching and learning. They seem to be working under difficult circumstances. They are grossly over-loaded as full-time administrators and teachers with many learning areas, as well as being responsible for the school nutrition programme. The vacant posts created by retired caretakers added to the overload. There was a concern about the difficulty they were experiencing in the teaching and learning of Mathematics which is nationally regarded as a scarce skill. As an overview of the researcher’s conclusions, it is noted that the SMTs do support the educators to a certain extent. However, there was no documentation that showed how resolutions were made and implemented to validate the nature of support that they give to them. There seemed to be a lack of meaningful parental involvement in the sampled rural primary schools, possibly due to poverty, lack of education and alcohol abuse in the community. Lastly, it seemed to the researcher that there could be uncertainty and uneasiness about the functionality of the senior teachers. Their job descriptions as members of the SMTs remain vaguely defined. In response to the problem statement posed in this study, six major recommendations were made as follows: • Schools, irrespective of their size, ought to have clerks who are able to deal specifically with office administration and external communications. • The teacher-learner ratio as a means of determining the number of educators a school ought to have, should be reviewed as a matter of urgency, if the vital goal of quality teaching and learning is to be realized. • A clear official mandate concerning the job description of senior teachers ought to be established and their positions advertised in that category. This will ensure their equitable distribution as some schools are having them in excess, while others have none. • The department of Education should work with sister departments in government such as Social Development to enforce the law regarding parental negligence. A data basis of negligence parents should be compiled by the concerned departments and reviewed from time to time. Teachers should attend workshops on various policies that govern their roles in the delivery of quality teaching and learning. They need not be conversant with the subject matter only, but also with the relevant policies as a vehicle that facilitates service delivery in education. The introduction of Mathematics support educators who specialized in the learning area should be introduced in each phase of schooling. Such incumbents would rotate from school to school within a circuit, with special reference to rural schools where they would tackle problematic topics as reported by the educators. , Thesis (MEd) -- Faculty of Education, 2012
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- Date Issued: 2012-01
An assessment of the implementation of intervention programmes which ensure the right to education for orphans in King Williams Town District
- Authors: Ntshuntshe, Zoleka
- Date: 2012
- Subjects: Student assistance programs
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24661 , vital:63399
- Description: The purpose of the study was to assess the implementation of intervention programmes that ensure the right to education for orphans in schools in the King William’s Town District. Data from the study revealed that there were a number of challenges faced by orphans with regards to accessing social grants and this affected their school performance negatively. Some of the challenges were (1) even though orphans were receiving the social grant, it was inadequate to provide for their home and school needs; (2) there was lack of information by applicants to access documents they needed to apply for social grants. This was an impediment to access to funds from social grants. (3) The long distances travelled by people to reach social services posed obstacles to those wishing to apply for grants. (4) Applicants lacked proper documentation such as birth certificates and parents’ death certificates which could impede application processes for social grants and (5) Lack of monitoring of social grants resulted in the misuse of funds by some caregivers. In the schools it was also established that there was irregular distribution of food parcels which resulted from some people who gave food to their families and friends, leaving the needy ones out. The No fee policy however was a success as most learners were able to remain in school. With regard to school attendance, some of the challenges were: (1) that some learners were struggling to buy school books as this was not covered by the policy. (2) There was slow implementation of scholar nutrition programme with some schools in quintile 1-3 still not being able to benefit from the programme. (3) Scholar transport was not available to most of the learners and (4) learners were without counseling services, since teachers were not trained in psychosocial support. Nonetheless, social workers were adequately trained to provide psychosocial support to learners. In addition, non governmental organizations contributed a vital service by providing orphans with uniforms and food. However their work was limited by resources and funding. The study was situated in the interpretive paradigm which seeks to construct detailed descriptions of reality. The qualitative methods were suitable for data collection purposes because they allowed the use of interviews which collected detailed, authentic information of what goes on in the schools. It was therefore the best method for the research study which seeks to assess implementation of intervention programmes for orphans as they related the challenges they encounter in the implementation of intervention programmes in their schools. Purposive sampling was used to select 8 orphans, 8 caregivers, 4 principals, 4 teachers and 4 social workers from the 4 schools in the district. The study recommends that the Child Support Grant be reviewed upwards and that monitoring be strengthened so that grants are not misused. It is further recommended that the department of social services synchronize its information dissemination strategies with other stakeholder departments, such as the department of education so as to benefit orphans. It is also recommended that the No fee policy be strengthened by such additions as providing books for orphans and other vulnerable children in schools. Finally the study recommends scholar transport to be implemented as learners still have to walk long distances to school. , Thesis (MEd) -- Faculty of Education, 2012
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- Date Issued: 2012
Examining learners' and teachers' perceptions of the relationship between school infrastructure and learners' performance in Fort Beaufort Education District, Eastern Cape Province, South Africa
- Authors: Ajibade, Benedicta Aremevbemi
- Date: 2012-12
- Subjects: School facilities , Education and state -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24695 , vital:63526
- Description: This study examined learners’ and teachers’ perceptions of the relationship between school infrastructure and learners’ performance in Fort Beaufort Education District, Eastern Cape. The study arose from a concern that, despite South African Government’s commitment to funding the renovation of some old and dilapidated school buildings and constructing new ones so that there would be an improvement in both teaching and learning in affected secondary schools. Regrettably, most school buildings remain in deplorable conditions. There has been poor learner performance at all levels of the secondary education system in some rural areas of the Eastern Cape Province. Learners’ performance in the Province’s high schools has been described as the worst in the country. From the literature, it appears that no thorough and conclusive studies looking into the issues relating to school buildings and learners’ performance as perceived by learners and teachers in South Africa have been conducted. Hence, the researcher was motivated to examine the relationship between school buildings and learners’ performance. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Likert-scale questionnaires were used to collect quantitative data while qualitative data were collected through interviews and observations. A total of 240 learners completed the questionnaire. The researcher conducted 48 brief interviews (36 with teachers and 12 with school principals) from 12 selected secondary schools. Furthermore, the researcher made observations to assess the state of the buildings. At school level, the study revealed that most of the school buildings were in deplorable condition. The teaching and learning environment also compounded the problem of poor learners’ performance. Learners’ motivation/morale, health and safety were not guaranteed in most of the schools, and teachers’ expressed difficulty in performing their job effectively. Large classes, lack of teaching and learning resources, and limited infrastructure were some of the factors hindering teaching and learning at school level. Results obtained from the study showed that the principals and teachers perceived strong links between the condition of their school buildings and learners’ performance. About half of the learners perceived some link between the condition of their schools and their academic performance. The study observed that the majority of school buildings were old and in very bad conditions with few under renovation from the Correctional service department. The study also showed that most schools lack recreational facilities, do not have electricity, laboratories, library and water. Most of the educators are unhappy about their work environment and are not motivated. The study has put forth recommendations for educational planners and for policies regarding the funding norms. Furthermore, based on the findings of the study, there is need for collaborative effort among educational stakeholders to ensure adequate and appropriated delivery of school infrastructure specifically school building that will translate into improved teaching practice at school level and better learners’ performance. , Thesis (MEd) -- Faculty of Education, 2012
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- Date Issued: 2012-12
A Study of grade 3 teachers' practices of developing learners' comprehension skills when teaching reading of isiXhosa in one selected junior primary school at Mdatsane in the Eastern cape: a case study
- Authors: Filita, Mandisa
- Date: 2014
- Subjects: Reading comprehension , Xhosa language , Teachers -- Training of -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26448 , vital:65318
- Description: The problem of reading in South African schools has attracted the growing attention of researchers in South Africa and the entire world. Learners’ inability to read isiXhosa with understanding has become of major concern to the teachers, parents and the DoE. The root of the problem has been identified as the ineffective teaching of reading of isiXhosa in the schools, which result in learners’ consequent inability to independently apply comprehension skills to learn from reading across the curriculum. Furthermore, systemic barriers that exist in the education system seem to be another reason for learners’ reading problems in isiXhosa. Also there is the problem of the inadequately trained teachers in the home language of learners (isiXhosa) as they seemingly lack capacity to develop learners’ literacy to effective levels. In addition, many learners come from deprived print environments where texts are seldom part of their daily experience. The main aim of this study was to interrogate the practices undertaken by teachers in trying to develop comprehension skills of learners when reading in isiXhosa and the value they attach to reading generally and to the reading of isiXhosa in particular. The support teachers get from relevant stakeholders was also considered. The overall approach used was a qualitative approach. The study was structured according to the case study mode of enquiry, using the interpretive paradigm. The sampling used was purposive as I purposefully selected grade 3 teachers, as grade 3 is an exit grade in foundation phase. Furthermore, convenience sampling was also used for easy access, as the research site was the school where I work. The instruments used for data collection were semi-structured interviews and observations that were conducted in one junior primary school in a township context with four grade 3 teachers. It was found that as much as teachers’ practices have a contributing effect on learners’ inability to read isiXhosa with understanding, there are also various other factors which multiply the problem. The study reveals the following main findings: Firstly, the teachers believe that reading is a very important skill that needs to be developed with learners as all other learning is based on it. , Thesis (MEd) -- Faculty of Education, 2014
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- Date Issued: 2014
An investigation into the learning outcomes the selected life orientation educators teach in the intermediate and senior phase: implications for instructional supervision in two J.S.S. in Butterworth district
- Authors: Sele, Noxolo
- Date: 2014-06
- Subjects: Life skills -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25393 , vital:64235
- Description: This study seeks to investigate the Life Orientation (LO) Learning Outcomes the selected educators teach in the Intermediate and Senior Phase. It focuses on two Junior Secondary Schools (J.S.S.) in Butterworth Education District of the Eastern Cape Province. According to the Department of Education (2002) Life Orientation is mandatory for all learners in the Senior and Further Education and Training phases of Basic Education. It offers possibilities for equipping learners in South Africa with the knowledge, skills, attitudes and values to develop confidence within themselves and to become responsible citizens. In this inquiry, the study used qualitative research methods to explore how teachers and learners perceive the implementation of LO. The research on both teachers and learners has testified that the most looked part in LO is its importance on the developmental aspect of learners. The finding also draws strongly from what the literature has revealed, that Life Orientation curriculum expressly revolves around learners achieving outcomes, which are identified and assessed through the acquisition and demonstration of knowledge, skills, attitudes and value. The educators affirmed that LO was an important subject but was looked down by many teachers as less interesting and boring. The interviewees argued that LO contributes to best understanding of challenges facing our youth. One major recommendation was that grade teachers must draw insights from various teaching approaches and move beyond using one approach to deliver LO. Among other things, future research need to investigate what training needs do teachers and school heads need to arouse their interest and eagerness to facilitate teaching of LO? , Thesis (MEd) -- Faculty of Education, 2014
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- Date Issued: 2014-06
Teachers' experiences of English as the language of teaching and learning: a case study of two primary schools in East London education district
- Authors: Mkohlwa, Tantaswa
- Date: 2015-01
- Subjects: Language and languages , English language -- Study and teaching , Primary school teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26515 , vital:65519
- Description: This study investigates teachers‘ experiences on English as the language of learning and teaching of isiXhosa learners. It critically examines the teachers‘ practices and experiences towards English as the sole language of learning and teaching LOLT at two different primary schools in Ncerha in the East London District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue isiXhosa in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method as they code-switch to their home language when teaching content subjects as well as English but learners are expected to answer the test and examination questions in English Maphalala 1988.Theoretically, this study is underpinned by the constructivist view of language learning Gaserfeld 2003 and English as an international language Sivasubramaniam, 2011. On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam 2011 p53 views language as a creative instrument of meaning which has the power to create meaning anew and afresh‘ each time that someone uses it. The study makes use of the qualitative research method with a case study design. The data collected was analysed within the framework of discourse analysis.The findings of this study suggest some instrumental motivations for the use of English as LOLT. Some of these motivations are studying abroad, business with foreign investors Abongdia, 2009 and integrative motivations as the learner might be able to communicate with people from different countries Lambert and Gardner, 1972 Baker 2006 and Abongdia 2009. , Thesis (MEd) -- Faculty of Education, 2015
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- Date Issued: 2015-01
Educators and learners perceptions on english first additional language speakers use of english as medium of instruction
- Authors: Nqoma, Lungiswa
- Date: 2015
- Subjects: English language -- Study and teaching , English language
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24934 , vital:63678
- Description: This study investigates Educators‟ and learners‟ perceptions on English first additional language speakers‟ use of English as medium of instruction in two primary schools in the East London District. The study made use of a qualitative research method which includes interviews, observation and document analysis (learners‟ books). The uncovered data is analyzed against the background of the socio-economic and historical factors that led to this medium of instruction using content analysis (CA). After the apartheid regime in 1994 and the formation of a new government in 1996, the South African Constitution declared 11 languages in an attempt to encourage multilingualism in the country with each province having its provincial language policy. In the Eastern Cape where the study is conducted the language policy recognizes Xhosa, English, and Afrikaans as the official languages with English as the medium of instruction especially at the intermediate phase. The theoretical and conceptual framework for the study is provided by studies on language policy and planning, English as an international language, and Language as a mediating tool. The findings of the study indicate the crucial role that language of instruction plays in teaching and learning. However, challenges arise when the language of instruction is not the mother tongue. The study indicates dissatisfaction in the use of EMOI as a result of inadequate proficiency in the language of instruction, school environment, lack of resources; and lack of parental support. As a result of the above, some educators resorted to code switching when teaching. Hence, the study sheds light on EFAL learner‟s perspective on both comprehension and the level of educator‟s English skills and whether there is a connection between these two aspects. This resulted to conceivable methods that could be used to improve learner performance, teaching and learning methods and the efficiency of East London District support system. , Thesis (MEd) -- Faculty of Education, 2015
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- Date Issued: 2015
Assessing the implementation of primary agriculture in one Technical and Vocational Education and Training College in the Eastern Cape Province
- Authors: Mtshabe, Siyabonga
- Date: 2016-01
- Subjects: Technical education -- Curricula -- South Africa -- Eastern Cape , Vocational education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26604 , vital:65662
- Description: Implementing the Primary Agriculture curriculum has been a matter of concern for South African TVET colleges due to the high number of students who fail to complete the programmes. This study assessed how Primary Agriculture curriculum is implemented in one rural based TVET college in the in the Eastern Cape Province in South Africa. The study specifically sought to 1) determine the resources available for teaching primary agriculture, 2) teaching approaches adopted by the lecturers, 3) professional skills of staff and 4) how the curriculum was monitored. The study adopted a qualitative approach and case study design of one rural based TVET College. All participants who took part in the study were purposively selected. Data were collected through document analysis of policy and curriculum documents, face-to-face in-depth interviews with 6 college managers and 6 primary agriculture lecturers. Also 20 learners from different academic levels participated in focus group discussions. Findings of the study revealed that there were inadequate teaching and learning resources and this negatively influenced the practical learning aspect of the curriculum. Inadequate resources were caused by delayed procurement processes as well as funding constraints. Students were sent to neighbouring farms and institutions for practical work to curb resource limitations. This caused learning deficiencies as student resource ratios were high thus forcing some students to observe rather than do practical. The study also found limited lecturer professional capacity in pedagogy negatively influenced curriculum delivery. While all the lecturers possessed tertiary qualifications in related fields in agriculture, the majority lacked professional teaching qualifications and pedagogical competences, thus struggled to be creative in using diverse teaching methods to enhance students’ learning outcomes. Even though some staff had to undergo Assessor and Moderator training paid by the college, as part of professional development, this staff development approach was viewed by lecturers as inadequate to improve primary agriculture curriculum implementation. The study also found that curriculum support structures in the college took many forms such as literature or materials on Subject Guidelines, Integrated Summative Assessment Task (ISAT), Internal Continuous Assessment Guidelines, textbooks and sometimes funds to take learners out on field and moderation of students work. The study found that monitoring of the curriculum implementation was weak because various errors made by lecturers in their lesson planning and students Portfolios of Assessment went uncorrected despite it being expressly stated by the moderators that corrections had to be made. The study recommends strengthening partnerships between TVET colleges and the private sector businesses and other public institutions such as the Sector Education and Training Authorities so as to improve the quantity and quality of learning resources and exposure of both staff and students. Also there is need to ensure speedy procurement and delivery of learning resources. In addition, Workplace-Based Exposures (WBE) for lecturers could enhance knowledge on developments of the industry so as to align their teaching methods emerging industry needs. The Department of Higher Education and training could consider fast-tracking strategies to enhance professional capacity of lecturers to allow them to effectively deliver the primary agriculture curriculum. , Thesis (M.Ed) -- Faculty of Education, 2016
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- Date Issued: 2016-01
Analysis of work environment factors as correlate of school management teams' productivity in Mount Frere Education District
- Authors: Majova, L A
- Date: 2016-08
- Subjects: School management teams , School management and organization
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24684 , vital:63516
- Description: There is a perception that SMTs are not effective in some schools in South Africa. Hence, a huge number of learners in the public schools, particularly in high schools are not getting a good pass in their matric exams. The ineffectiveness of SMTs in some schools results in poor performance, as evidenced in poor matric results ever since 1994 in Mount Frere District, since the end of the homeland system in South Africa. To this end, the study was conducted to analyse work environment factors that affect productivity of school management teams‟ in Mount Frere Education District. Therefore, 64 schools, which formed the sample in this study, were selected randomly from the target of 210 schools (population) in Mount Frere District of Education. It was revealed that the following factors are central to the ineffectiveness of SMTs: lack of knowledge, skills, behaviours and attitudes, Human immune deficiency virus (HIV); redeployment; teachers‟ absenteeism and non-availability and mismanagement of resources. Consequently, the researcher employed quantitative research method to explore the work environment of SMTs in Mount Frere District of Education. To collect data from the SMTs, the SMT Productivity Questionnaire (SPQ) and the SMT performance appraisal form (SPAF) were used. The results were analysed using descriptive statistics like frequency count, percentages, charts and tables, and inferential statistics of Pearson product moment correlation (PPMC). It was discovered that the work environmental factors as espoused by the literature, negatively affect the performance or productivity of SMTs. The findings in the data analysis prove beyond reasonable doubt that redeployment of educators negatively affects the productivity of School Management Teams in various schools. In other words, the study confirmed the literature. , Thesis (MEd) -- Faculty of Education, 2016
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- Date Issued: 2016-08
Exploring small group teaching in the senior phase : a case study in Kentani Education District
- Authors: Maneli, Pumza
- Date: 2017-01
- Subjects: Group work in education , Small groups , Teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19859 , vital:43411
- Description: The purpose of this study was to explore small group teaching in the senior phase with the aim of identifying suitable approach of managing small group teaching. This study was triggered by persistent misunderstanding of small group teaching that continued to hover Kentani Education District due to poor performance of learners in the classroom. To understand all these challenges experienced by teachers this study employed qualitative approach using semi-structured interviews to collect and analyse data from participants in order to get a deeper understanding of the phenomena under study. A sampling procedure was used to select respondents from two junior secondary schools of deep rural areas. The two schools were purposefully sampled. Fifteen participants participated in this study from two sampled junior secondary schools. The data were presented, analysed and discussed. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. The study sought to :( a) Explore teachers ‘understanding of small group teaching. (b) Find out different approaches of small group teaching. (c) Investigate challenges faced by teachers when employing small group teaching. (d) Explore what promotes effective facilitation of small group teaching. (e) Suggest a proposed teaching model that will assist senior phase teachers in enhancing the way they perform their small group teaching. Central to what this study ascertained is the relationship between the teachers and Subject Advisors .From the findings of this study, it can be ascertained that for any teacher to succeed and understand deeply the requirements of his her profession, he she needs to have a positive attitude towards hisher career, being guided, mentored, nurtured, monitored and supported by SMTs and Subject Advisors. , Thesis (MEd) -- Faculty of Education, 2017
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- Date Issued: 2017-01
Examining the reasons for the exclusion of pregnant learners from school through the school governing body pregnancy policy
- Authors: Bamidele, James Seidu https://orcid.org/0000-0001-6641-0385
- Date: 2017-07
- Subjects: School board members , Pregnant teenagers , Human rights
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/22979 , vital:53375
- Description: Discrimination is a serious violation of human rights and it is strongly condemned by various legal instruments in South Africa. The South African Constitution (1996), Promotion of Administration Justice Act (2000) and Promotion of Equality and Prevention of Unfair Discrimination Act (2000) forbade discrimination and exclusion of pregnant learners from school. In spite of these legislative frameworks, School Governing Body (SGB) continues to exclude pregnant learners from school. SGB claimed that pregnant learners are harmful to other female learners and is becoming a significant barrier to girls’ education. Research shows that learners’ pregnancy is predominant in rural areas, apparently poses a threat to female education (Annual School Survey Report, 2010). The purpose of this dissertation is to establish that SGB lacks power to do so; however, their resistance to the law by excluding the pregnant learners from school is in conflict with the South African Constitution. This dissertation investigated an alternative instrument of legal remedy to reduce the problem of learners’ pregnancy rather than exclusion. The theoretical framework of this study is informed by Public Policy Theory (Ijeoma, 2010). Literatures and scholarly works on education law (Oosthuizen, 2015) and articles on Learners’ pregnancy shall be reviewed (Morell, Bhana & Shefer, 2012). The study followed qualitative research method which utilizes a transformative research paradigm that provides a collective voice for the participants. The data is collected through focused interview and open-ended questions, and subsequently analysed to establish that SGB lacks power to exclude a pregnant learner from school. Finally, the study reveals an alternative instrument of legal remedy to reduce the alarming number of pregnant learners rather than exclusion. , Thesis (MEd) -- Faculty of Education, 2017
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- Date Issued: 2017-07
Investigating grade 6 teachers’ views and practices regarding creating an intellectually safe classroom environment
- Authors: Damana, Yanga
- Date: 2019-05
- Subjects: Classroom environment , Classroom management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19947 , vital:44808
- Description: An intellectually safe classroom (ISC) is essential for teaching and learning to occur. The aim of this study was to investigate Grade 6 teachers’ views and practices regarding the creation of intellectually safe classroom environments. The paradigm that was used in the study was the interpretive paradigm and the research approach was qualitative. A case study design was used. Three Mdantsane primary schools was purposively selected and two Grade 6 teachers from each school were the participants. Semi structured interviews and observations were used to collect data. The research found that participants are cognizant of the need to develop ISC. They define ISC as a classroom that is both emotionally and physically safe for learning to occur. The participants are very conversant with the benefits of ISC. Most of the teachers purposefully tried to implement ISC. This included the establishment of classroom rules, and they acknowledged the role that the teacher plays in setting up an ISC and the manner in which they establish trust and co-operation within their classrooms. However, they are often constrained in their implementation of ISC by their own teaching styles and by factors outside of their control. This emphasised the pivotal role that teachers have in the establishment of an ISC. It is recommended that ISC be implemented in all classrooms with the entire school community working together to do so. , Thesis (MEd) -- Faculty of Education, 2019
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- Date Issued: 2019-05
Perceptions of parents on their involvement in the implementation of the prevention and management of learner pregnancy : a case study of three secondary schools in Amathole West District
- Authors: Mxothwa, Smileth Ncumisa
- Date: 2020-06
- Subjects: Pregnant teenagers , Sex instruction for teenagers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19991 , vital:44923
- Description: There is quite a number of researches dealing with perceptions of parents on the prevention and management of learner pregnancy. However, less has been said about how these perceptions of parents on the prevention and management are being implemented to fulfil their purpose. Discovering how these perceptions are being implemented is necessary, bearing in mind that a large number of Schools are having high learner pregnancy and are lacking parental involvement in South Africa, particularly in terms of prevention and management. This is a qualitative study that seeks to explore the perceptions of parents on their implementation of the prevention and management of the learner pregnancy policy in the three secondary school in the Amathole West Education District. The interpretivism paradigm was used by the researcher for this study. A case study design was further used to detect the participants’ lived experiences, thoughts and outlooks about the implementation of the prevention and management of learner pregnancy policy in the secondary school. The data was collected through the use of interviews and focus group. The participants were purposefully selected in the sampling of this study. The participants included School Governing Body Chairpersons. In total, the study consisted of 18 participants. The data were analysed by reducing data into themes through the process of coding. It was further shortened and organised based on evolving themes, overall ideas, and related features. The study discovered that parents are not made aware of their importance by being involved at school level and also are not involved in the implementation of the prevention and management of learner pregnancy policy in the secondary schools in the Amathole West Education District. This research revealed that there need for parental involvement be practised by all schools in the implementation of the prevention and management of learner pregnancy policy as this would help in reducing learner pregnancy in secondary schools of Amathole West Education District. Findings also showed that though parents used different strategies to prevent learner pregnancy, these were not in line with pregnancy policy. The study also discovered that there is a lack of support and monitoring from the district officials to schools. , Thesis (MEd) -- Faculty of Education, 2020
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- Date Issued: 2020-06
Perceptions of teachers on the implementation of positive learner discipline: A case study of three primary schools in the Amathole-West Education District
- Authors: Bantom, Laetitia Anneline
- Date: 2020-06
- Subjects: School discipline , Classroom management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19980 , vital:44915
- Description: The aim of this study was to gain an insight into perceptions of teachers on the implementation of positive learner discipline in three primary schools in the Amathole- West Education District. The study was in the interpretive paradigm and adopted a qualitative approach in the collection of data. A case study design through face-to-face interviews and document analysis related to positive discipline were used for data collection. Three schools were selected through purposive sampling. Four teachers per school participated in the study and these were purposively sampled. Data from the findings were thematically presented and analysed by scrutinizing it for commonalities. The study revealed that teachers had ample knowledge on positive learner discipline and therefore tried to implement it to the best of their abilities. The study also established that teachers perceived positive discipline as a good approach for disciplining learners. Participants were aware that positive learner discipline made learners feel and that it assisted them to improve and sustain good behaviour. Data revealed that schools used different strategies to implement positive learner discipline, such as, class rules, rewards and awards, personal relationship with learners, role model, communication with learners, point system, goal setting, hand-system and sign language, isolated area in front of the classroom, positive attention and guidelines on discipline. In contrast, the study also revealed that a minority of teachers still administered corporal punishment, which is unlawful and traditional. They also applied punitive disciplinary measures. The study concluded that the selected schools encountered various challenges on the implementation of positive learner discipline. These included undisciplined learners, limited involvement and minimal support from the Department of Education (DoE) and limited support from the School Management Team (SMT), uninformed, ignorant and rude parents, lack of parental involvement, parents using punitive measures, no proper training for teachers and parents, overcrowded classrooms and unhappy teachers. As for monitoring and support from the SMT and DoE, the study envisaged that most participants were supported by the SMT, other than the DoE. , Thesis (MEd) -- Faculty of Education, 2020
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- Date Issued: 2020-06
Parents’ involvement in education of their children: case study of two selected secondary schools in the Amathole West District
- Authors: Adelabu, O J
- Date: 2020-10
- Subjects: Education -- Parent participation , Parent-teacher relationships
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19969 , vital:44857
- Description: Parents’ involvement is a very important element that has an influence on children’s education. However, research has shown that parents’ involvement is the biggest challenge facing South African schools. The study sought to investigate parents’ involvement in the education of their children at secondary school in Amathole West District, Eastern Cape Province of South Africa. The study was underpinned by Epstein’s theory of parental involvement and the Ecological framework. A qualitative approach was adopted in this study which was located within an interpretivist paradigm and used a case study approach with a sample of 26 participants which includes (2 school principals, 6 educators, 6 parents and 12 learners) were selected conveniently, data was collected using focus group discussions, interviews and document analysis. The study revealed that although schools have employed various strategies to improve parental involvement in their children’s education, there are still challenges which inhibit the effectiveness of these strategies. The study also revealed that most parents are unable to get involved as expected by the school due to some challenges such as poverty, unemployment, educational background, distance and illiteracy. Consequently, the study recommended that parents must be more actively involved in the school and collaborate with their children’s teacher in order to bring out the best in their children. Furthermore, to ensure effective parents’ involvement, schools may have activities that can develop, improve and encourage parents’ involvement in such areas as parenting, communication, learning at home, volunteering, decision making and community collaboration. , Thesis (MEd) -- Faculty of Education, 2020
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- Date Issued: 2020-10
Multi-grade teaching strategies used by rural primary school teachers at Amatole East Education district
- Authors: Masebe, Nocawe https://orcid.org/ 0000-0003-4809-4643
- Date: 2021-03
- Subjects: Combination of grades , Resource programs (Education)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20068 , vital:45105
- Description: The purpose of the study was to assess multi-grade classroom teaching strategies in rural primary schools at Amatole East Education District. The lens with which to view pedagogical practices of multi-grade teaching was through Bronfenbrenner Ecological System on Human Development and Vygotsky’s Social Learning Theory. An interpretivist paradigm within a qualitative research approach was chosen as befitting the study. The study sampled four primary schools in Amathole East Education District, with eight participants purposively selected. Data collection methods included semi-structured interviews, classroom observations and documents. Data gathering instruments utilised were Interview Schedule, Observation Sheets and Document Checklist. Data was analysed and interpreted through thematic and content analysis. Peer tutoring, self-directed learning and group-work were found to be the most effective teaching strategies in classroom-based teaching. Instructional techniques that involved teacher–directed activities and learner-directed learning activities were viewed as most beneficial for learners in multi-grade settings. However, multi-grade teachers struggled in coping with the utilisation of time and resources in teaching learners of different grade levels combined in the same classroom. The study concludes that during separate grade teaching, grade-by-grade approach, thematic teaching or individual seatwork utilisation of differentiated tasks accommodate application of a variety of teaching strategies. Thus the study suggests that pedagogical practices can be differentiated to address learners’ diverse learning needs, paying more attention to struggling learners. It is further recommended that teachers in multi-grade situations be equipped with special multi-grade teacher training through in-service training programs to overcome challenges of teaching in multi-grade settings. , Thesis (MEd) -- Faculty of Education, 2021
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- Date Issued: 2021-03
Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in Idutywa Education District
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
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- Date Issued: 2021-04