Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
- Full Text:
- Date Issued: 2014
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
- Full Text:
- Date Issued: 2014
Perinatal experiences of pregnant undergraduate students of a higher education institution in the Eastern Cape
- Authors: Simandla, Linda
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11913 , http://hdl.handle.net/10353/d1016125
- Description: Unplanned pregnancies among students are increasing annually. There are cases of students giving birth by themselves in the rooms within higher education institution residences unsupervised. Unsupervised births put the students at health risk as birth can complicate or even lead to death. The purpose of this study was to explore the perinatal experiences of undergraduate students whilst a pregnant student. In this study the researcher used a qualitative phenomenological approach within interpretive realism. The study was exploratory focusing on the need to understand how students experience perinatal care. Population for this study comprised of undergraduate students that had been pregnant within their undergraduate program which normally takes three to four years and were staying in the higher education institution residence at the time of pregnancy. A snowball sample was used. Data was collected from participants using unstructured in-depth interviews. For the study a total of 9 students were interviewed. Data was collected in English and Xhosa depending on preference. During pilot interviews the researcher established that the participants had difficulty in expressing themselves in English and used slang in spite of being registered for a degree. The interviews were conducted by the researcher and the data tape recorded. Permission to conduct a study at the higher education institution was sought from the Vice- chancellor, the Dean of Students and Research Ethics Committee To ensure trustworthiness of the study credibility, transferability, dependability and confirmability were adhered to. Four themes with several sub-themes emerged which were: Dynamics on awareness about existence of pregnancy. Support system for female students pertaining to reproductive health. Encountered psychosocial experiences. Coping strategies used by pregnant students. Excerpts were used to support the interpretation of perinatal experiences of the undergraduate students. Recommendations to the management of the higher education institution are to develop guidelines that ensure implementation of the pregnancy policy.
- Full Text:
- Date Issued: 2014
- Authors: Simandla, Linda
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11913 , http://hdl.handle.net/10353/d1016125
- Description: Unplanned pregnancies among students are increasing annually. There are cases of students giving birth by themselves in the rooms within higher education institution residences unsupervised. Unsupervised births put the students at health risk as birth can complicate or even lead to death. The purpose of this study was to explore the perinatal experiences of undergraduate students whilst a pregnant student. In this study the researcher used a qualitative phenomenological approach within interpretive realism. The study was exploratory focusing on the need to understand how students experience perinatal care. Population for this study comprised of undergraduate students that had been pregnant within their undergraduate program which normally takes three to four years and were staying in the higher education institution residence at the time of pregnancy. A snowball sample was used. Data was collected from participants using unstructured in-depth interviews. For the study a total of 9 students were interviewed. Data was collected in English and Xhosa depending on preference. During pilot interviews the researcher established that the participants had difficulty in expressing themselves in English and used slang in spite of being registered for a degree. The interviews were conducted by the researcher and the data tape recorded. Permission to conduct a study at the higher education institution was sought from the Vice- chancellor, the Dean of Students and Research Ethics Committee To ensure trustworthiness of the study credibility, transferability, dependability and confirmability were adhered to. Four themes with several sub-themes emerged which were: Dynamics on awareness about existence of pregnancy. Support system for female students pertaining to reproductive health. Encountered psychosocial experiences. Coping strategies used by pregnant students. Excerpts were used to support the interpretation of perinatal experiences of the undergraduate students. Recommendations to the management of the higher education institution are to develop guidelines that ensure implementation of the pregnancy policy.
- Full Text:
- Date Issued: 2014
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