Educators'perceptions on the contribution of South African Democratic Teachers' Union to teacher professional development
- Authors: Kwayiba, Xolile Lawrence
- Date: 2015
- Subjects: Teachers' unions Teachers -- In-service training -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6081 , vital:29489
- Description: The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.
- Full Text:
- Date Issued: 2015
- Authors: Kwayiba, Xolile Lawrence
- Date: 2015
- Subjects: Teachers' unions Teachers -- In-service training -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6081 , vital:29489
- Description: The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.
- Full Text:
- Date Issued: 2015
Exploring fathers' role in supporting their children's learning : a case of selected primary schools in the East London District
- Authors: Pampila, Siyabulela
- Date: 2017
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Home and school -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4915 , vital:28755
- Description: The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
- Full Text:
- Date Issued: 2017
- Authors: Pampila, Siyabulela
- Date: 2017
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Home and school -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4915 , vital:28755
- Description: The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
- Full Text:
- Date Issued: 2017
Perceptions of school stakeholders towards the use of English as a language of learning and teaching (LoLT) in grade 9 Social Sciences
- Authors: Soya, Nongesiba
- Date: 2017
- Subjects: English language -- Study and teaching English language -- Usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6447 , vital:29720
- Description: The dawn of democracy in South Africa led to the development of Language in Education Policy (LiEP) as one of the pieces of legislations that promote languages in schools where parents, learners, who have come of age may choose a language for instruction. LiEP, together with the Constitution of South Africa, promote equal value of all eleven official languages spoken in this country. The promotion of language policies clearly shows that language is the bedrock of the academic development of every child. Unfortunately, Spaull, Van der Berg, Wills, Gustafsson and Kotzè (2016) found that South African Foundation Phase learners lack the most basic skill needed for academic achievement, reading for meaning. Spaull et.al (2016) findings show that language problems start during the early years of schooling. This study aimed at finding out the perceptions of school stakeholders about the use of English as LoLT in Grade 9 Social Sciences, and it is located in the Interpretivist Paradigm. In this study, stakeholders are learners because they are central to learning, parents, as they have the responsibility of choosing LoLT for their children and assist them in their schooling career. Lastly, teachers are stakeholders because of their critical role of imparting knowledge and skills during classroom interaction. The researcher uses a Qualitative approach to identify data-collecting tools suitable for this research, and chooses semi-structured interviews and observations. Semi-structured interviews are flexible and allow deeper probing during the interview. The sample consists of nine Grade 9 learners, three teachers of Grade 9 Social Sciences and six parents from the School Governing Body (SGB). The aim of conducting observations was to find out the language used by learners and teachers during classroom interaction. This study found out that most participants prefer learning Social Sciences in English than in isiXhosa. They are aware of the challenges experienced in the classroom when learning in English but they still choose it. From the sample used, participants clearly indicate that learning in English causes some barriers in the learning and teaching process. However, it also became clear that the benefits associated with learning in English make it difficult to put it at the same level as other languages and participants do not link mother tongue to career opportunities. It is also evident that English will enjoy its hegemony until such time that all stakeholders in Education view the mother tongue as a foundation for learning other languages and as a resource as well so that they can use it in the classroom to understand the content. Policy developers must look deeply into the question of LoLT so that learners receive instruction in a language that will assist them in improved academic performance. Teachers must be equipped with adequate skills to assist learners in developing reading and comprehension skills in the classroom. There is a dire need to develop the culture of reading in rural school learners; and teachers must expose learners to a variety of English reading material.
- Full Text:
- Date Issued: 2017
- Authors: Soya, Nongesiba
- Date: 2017
- Subjects: English language -- Study and teaching English language -- Usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6447 , vital:29720
- Description: The dawn of democracy in South Africa led to the development of Language in Education Policy (LiEP) as one of the pieces of legislations that promote languages in schools where parents, learners, who have come of age may choose a language for instruction. LiEP, together with the Constitution of South Africa, promote equal value of all eleven official languages spoken in this country. The promotion of language policies clearly shows that language is the bedrock of the academic development of every child. Unfortunately, Spaull, Van der Berg, Wills, Gustafsson and Kotzè (2016) found that South African Foundation Phase learners lack the most basic skill needed for academic achievement, reading for meaning. Spaull et.al (2016) findings show that language problems start during the early years of schooling. This study aimed at finding out the perceptions of school stakeholders about the use of English as LoLT in Grade 9 Social Sciences, and it is located in the Interpretivist Paradigm. In this study, stakeholders are learners because they are central to learning, parents, as they have the responsibility of choosing LoLT for their children and assist them in their schooling career. Lastly, teachers are stakeholders because of their critical role of imparting knowledge and skills during classroom interaction. The researcher uses a Qualitative approach to identify data-collecting tools suitable for this research, and chooses semi-structured interviews and observations. Semi-structured interviews are flexible and allow deeper probing during the interview. The sample consists of nine Grade 9 learners, three teachers of Grade 9 Social Sciences and six parents from the School Governing Body (SGB). The aim of conducting observations was to find out the language used by learners and teachers during classroom interaction. This study found out that most participants prefer learning Social Sciences in English than in isiXhosa. They are aware of the challenges experienced in the classroom when learning in English but they still choose it. From the sample used, participants clearly indicate that learning in English causes some barriers in the learning and teaching process. However, it also became clear that the benefits associated with learning in English make it difficult to put it at the same level as other languages and participants do not link mother tongue to career opportunities. It is also evident that English will enjoy its hegemony until such time that all stakeholders in Education view the mother tongue as a foundation for learning other languages and as a resource as well so that they can use it in the classroom to understand the content. Policy developers must look deeply into the question of LoLT so that learners receive instruction in a language that will assist them in improved academic performance. Teachers must be equipped with adequate skills to assist learners in developing reading and comprehension skills in the classroom. There is a dire need to develop the culture of reading in rural school learners; and teachers must expose learners to a variety of English reading material.
- Full Text:
- Date Issued: 2017
Teachers' support of learners with attention deficit hyperactivity disorder (ADHD) in mainstream grade 10 classes : a case study
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
- Full Text:
- Date Issued: 2018
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
- Full Text:
- Date Issued: 2018
The impact of Information and Communication Technology (ICT) on effective teaching of environmental education in rural high schools
- Authors: Mireku, Akosua Agyakoma
- Date: 2016
- Subjects: Educational technology -- South -- Africa Communication -- Technological innovations Rural development -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5675 , vital:29360
- Description: Information and Communication Technology (ICT) has become commonplace entities in all aspects of life. Over the past twenty years, the use of ICTs has drastically changed the procedures of almost all forms of endeavour within business and governance. Additionally, throughout the world there is an awareness of the fundamental role of new ICTs in the field of education. Education is a socially oriented activity, and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to learner-centred learning settings. With the world moving rapidly into digital media and information, the role of ICT in education and the influence of ICT in schools cannot be overemphasised as its utility is changing the way learners learn, teachers teach, and how it supports staff work. Whilst ICT is fully integrated into many schools in the urban areas of South Africa, regrettably the same cannot be said about rural high schools. This has created a digital division between rural and urban high schools. Most of these rural high schools still do not have access to these technological tools and educators have not been given the professional training for them to integrate ICT in their lessons. This study explores the effectiveness of integrating ICT into teaching of Environmental Education in selected rural high schools. The quantitative study adopted survey research design with sample randomly selected for the study. From the findings, it can be concluded that integrating ICT in education cannot be comprehended by exploring the pedagogical orientations at play in the teaching and learning situation. It becomes the basis that teachers use ICTs to achieve the determined goals.
- Full Text:
- Date Issued: 2016
- Authors: Mireku, Akosua Agyakoma
- Date: 2016
- Subjects: Educational technology -- South -- Africa Communication -- Technological innovations Rural development -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5675 , vital:29360
- Description: Information and Communication Technology (ICT) has become commonplace entities in all aspects of life. Over the past twenty years, the use of ICTs has drastically changed the procedures of almost all forms of endeavour within business and governance. Additionally, throughout the world there is an awareness of the fundamental role of new ICTs in the field of education. Education is a socially oriented activity, and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to learner-centred learning settings. With the world moving rapidly into digital media and information, the role of ICT in education and the influence of ICT in schools cannot be overemphasised as its utility is changing the way learners learn, teachers teach, and how it supports staff work. Whilst ICT is fully integrated into many schools in the urban areas of South Africa, regrettably the same cannot be said about rural high schools. This has created a digital division between rural and urban high schools. Most of these rural high schools still do not have access to these technological tools and educators have not been given the professional training for them to integrate ICT in their lessons. This study explores the effectiveness of integrating ICT into teaching of Environmental Education in selected rural high schools. The quantitative study adopted survey research design with sample randomly selected for the study. From the findings, it can be concluded that integrating ICT in education cannot be comprehended by exploring the pedagogical orientations at play in the teaching and learning situation. It becomes the basis that teachers use ICTs to achieve the determined goals.
- Full Text:
- Date Issued: 2016
Factors affecting grade 6 learners’ performance in Mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15935 , vital:40565
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and forty-five (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
- Date Issued: 2019
Factors affecting grade 6 learners’ performance in Mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15935 , vital:40565
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and forty-five (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
- Date Issued: 2019
Utilisation of Teaching and Learning Centres in State Universities in Zimbabwe: Implications for Teaching and Learning
- Authors: Machingura, Viola
- Date: 2019
- Subjects: Active learning -- Zimbabwe Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12848 , vital:39384
- Description: The purpose of this research was to examine the utilisation of Teaching and Learning Centres (TLC) in state universities in Zimbabwe and the role they are playing in the improvement of teaching and learning in the institutions of higher learning. The social constructivist paradigm was found most appropriate for this study and was the lens by which reality was examined. The study used the qualitative approach and case study design to examine the issue under study. The purposive sampling technique was used to select participants who were rich informants for the study and these included Pro Vice Chancellors, Directors of Teaching and Learning Centres, Deans, lecturers and students. Data were collected through face to face interviews and focus group discussions that were triangulated by analysis of institutional records. The study was also guided by the theoretical lenses of the Social Practice Theory and the Concerns Based Adoption Model that provided the framework for the investigation. The study employed the Tech‘s qualitative model of data analysis that led to the findings being grouped into five major themes. The study established that Teaching and Learning Centres were not being fully utilised, thus were not helping to improve teaching and learning in a meaningful way in state universities in Zimbabwe. Possible reasons for this were the fact that the unit was not fully understood and different players at different levels in groups and as individuals had varied interpretations of what the TLCs were and what their role in the university was supposed to be. This lack of understanding and the absence of a shared understanding of what TLCs are and what they stand for, coupled with other factors such as the freeze on recruitment on staff in state universities and the assumed superiority of research over teaching for tenure and viii promotion, led to the poor positioning and poor staffing of TLCs leading to their poor utilisation in state universities. Each of the staff levels also had concerns about the utilisation of the TLC that made them reluctant to utilise it. The absence of top management support for the TLC, and the perceived superiority of research over teaching again led to poor utilisation of the unit. The study recommends the hosting of symposia between and among state universities for the dissemination of knowledge and information on what the TLC is and what its role should be. Internal consultations by individual state universities on the functions, staffing and positioning of the TLC and exposure for the TLC staff to established units to raise their knowledge and information levels and confidence is encouraged. Removal of the freeze on recruitment of staff so that TLCs can be better positioned and staffed and review of ZIMCHE guidelines to align teaching, research and university service for tenure and promotion would also help. Acquisition of cutting edge technology for teaching and learning and top management to listen to individual and group concerns and act on those that impede on TLC utilisation is a must.
- Full Text:
- Date Issued: 2019
- Authors: Machingura, Viola
- Date: 2019
- Subjects: Active learning -- Zimbabwe Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12848 , vital:39384
- Description: The purpose of this research was to examine the utilisation of Teaching and Learning Centres (TLC) in state universities in Zimbabwe and the role they are playing in the improvement of teaching and learning in the institutions of higher learning. The social constructivist paradigm was found most appropriate for this study and was the lens by which reality was examined. The study used the qualitative approach and case study design to examine the issue under study. The purposive sampling technique was used to select participants who were rich informants for the study and these included Pro Vice Chancellors, Directors of Teaching and Learning Centres, Deans, lecturers and students. Data were collected through face to face interviews and focus group discussions that were triangulated by analysis of institutional records. The study was also guided by the theoretical lenses of the Social Practice Theory and the Concerns Based Adoption Model that provided the framework for the investigation. The study employed the Tech‘s qualitative model of data analysis that led to the findings being grouped into five major themes. The study established that Teaching and Learning Centres were not being fully utilised, thus were not helping to improve teaching and learning in a meaningful way in state universities in Zimbabwe. Possible reasons for this were the fact that the unit was not fully understood and different players at different levels in groups and as individuals had varied interpretations of what the TLCs were and what their role in the university was supposed to be. This lack of understanding and the absence of a shared understanding of what TLCs are and what they stand for, coupled with other factors such as the freeze on recruitment on staff in state universities and the assumed superiority of research over teaching for tenure and viii promotion, led to the poor positioning and poor staffing of TLCs leading to their poor utilisation in state universities. Each of the staff levels also had concerns about the utilisation of the TLC that made them reluctant to utilise it. The absence of top management support for the TLC, and the perceived superiority of research over teaching again led to poor utilisation of the unit. The study recommends the hosting of symposia between and among state universities for the dissemination of knowledge and information on what the TLC is and what its role should be. Internal consultations by individual state universities on the functions, staffing and positioning of the TLC and exposure for the TLC staff to established units to raise their knowledge and information levels and confidence is encouraged. Removal of the freeze on recruitment of staff so that TLCs can be better positioned and staffed and review of ZIMCHE guidelines to align teaching, research and university service for tenure and promotion would also help. Acquisition of cutting edge technology for teaching and learning and top management to listen to individual and group concerns and act on those that impede on TLC utilisation is a must.
- Full Text:
- Date Issued: 2019
Perceptions of male teachers on under-representation of female teachers in high school management positions in the Queenstown Education District
- Authors: Nyikanyika, Khaya
- Date: 2017
- Subjects: Women school administrators -- South Africa -- Eastern Cape Women teachers -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5036 , vital:29018
- Description: The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.
- Full Text:
- Date Issued: 2017
- Authors: Nyikanyika, Khaya
- Date: 2017
- Subjects: Women school administrators -- South Africa -- Eastern Cape Women teachers -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5036 , vital:29018
- Description: The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.
- Full Text:
- Date Issued: 2017
Assessing teaching capacity of novice teachers through mentoring in primary schools.
- Authors: Mthi,Tanduxolo Nicholas
- Date: 2019
- Subjects: Mentoring in education Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16566 , vital:40732
- Description: The quality of teacher education seems to have become a crucial point of debate worldwide. However, teaching seems to be one of the careers without a recognised apprenticeship. Therefore, mentoring has been seen as an appropriate way for experienced teachers to guide, assist, coach and motivate teachers in their teaching capacity. Teaching capacity is described as having a broad content which can be related to quality teaching, teacher effectiveness and teacher behaviour in the classroom or in the school. The lens with which the study was viewed was through Lave and Wenger’s (1998) theory, Community of Practice (CoP). Community of Practice is defined as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determining solutions and building innovations. The study used mixed methods and concurrent triangulation design in sampling 60 participants for quantitative data and 6 participants for qualitative data. The unit of analysis were novice teachers who were randomly and purposively selected. Data gathering methods included questionnaires, classroom observations and document analysis. The focus was on the primary schools, Foundation Phase (FP) novice teachers. The findings revealed utilisation of different mentoring approaches such as one on one; Foundation Phase Team and school- based mentoring. Although the study reveals that the work of the mentor teachers and novice teachers has evolved to include Learning Teams to improve the teaching capacity of teachers; some mentoring approaches were less effective. The study suggests, therefore, that schoolbased and district-based mentoring programmes to be formally organised as part of developing novice teachers’ teaching capacity.
- Full Text:
- Date Issued: 2019
- Authors: Mthi,Tanduxolo Nicholas
- Date: 2019
- Subjects: Mentoring in education Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16566 , vital:40732
- Description: The quality of teacher education seems to have become a crucial point of debate worldwide. However, teaching seems to be one of the careers without a recognised apprenticeship. Therefore, mentoring has been seen as an appropriate way for experienced teachers to guide, assist, coach and motivate teachers in their teaching capacity. Teaching capacity is described as having a broad content which can be related to quality teaching, teacher effectiveness and teacher behaviour in the classroom or in the school. The lens with which the study was viewed was through Lave and Wenger’s (1998) theory, Community of Practice (CoP). Community of Practice is defined as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determining solutions and building innovations. The study used mixed methods and concurrent triangulation design in sampling 60 participants for quantitative data and 6 participants for qualitative data. The unit of analysis were novice teachers who were randomly and purposively selected. Data gathering methods included questionnaires, classroom observations and document analysis. The focus was on the primary schools, Foundation Phase (FP) novice teachers. The findings revealed utilisation of different mentoring approaches such as one on one; Foundation Phase Team and school- based mentoring. Although the study reveals that the work of the mentor teachers and novice teachers has evolved to include Learning Teams to improve the teaching capacity of teachers; some mentoring approaches were less effective. The study suggests, therefore, that schoolbased and district-based mentoring programmes to be formally organised as part of developing novice teachers’ teaching capacity.
- Full Text:
- Date Issued: 2019
Perspectives of Post Graduate Certificate in Education (PGCE) students on the effectiveness of school based mentoring
- Authors: Baartman, Nomakhaya
- Date: 2016
- Subjects: Mentoring in education -- South Africa -- Eastern Cape Teachers -- In-service training -- South Africa -- Eastern Cape Student teachers -- Supervision of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5641 , vital:29354
- Description: Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.
- Full Text:
- Date Issued: 2016
- Authors: Baartman, Nomakhaya
- Date: 2016
- Subjects: Mentoring in education -- South Africa -- Eastern Cape Teachers -- In-service training -- South Africa -- Eastern Cape Student teachers -- Supervision of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5641 , vital:29354
- Description: Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.
- Full Text:
- Date Issued: 2016
The influence of Educational Levels of the Parent School Governing Body Component on their participation in school governance
- Kombela, Thamsanqa Washington
- Authors: Kombela, Thamsanqa Washington
- Date: 2019
- Subjects: School boards School management teams
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16555 , vital:40731
- Description: School Governance is focused on the parent component, which is one of the components that make up School Governing Body (SGB). In South Africa, the legislation affords parents numerical majority representation. Strategic positions, such as chairperson and treasurer are assigned to a parent. This aims at affording parents an opportunity to influence school level decisions. However, the extent to which the parent component of SGBs participates meaningfully is consistently questioned, some researchers suspecting parents’ levels of education to negatively influence their quality of participation. Hence this study investigated the influence of Educational Levels of the SGB parent component on their school governance participation, especially in rural primary schools of Buffalo City Metro Education District. This study used Mixed Methods Research Design within Pragmatic Paradigm, using Arstein’s Ladder of Participation as Theoretical Framework. The researcher used a questionnaire as a tool to collect quantitative data and Key Informant Interview (KII) to collect qualitative data. Fourty two (42) parents serving as SGB members in the rural areas of the Buffalo City Metro Education District, ten (10) SGB parent members participated in the interview session. Quantitatively, there is a significant positive relationship between educational attainments of the parents in SGBs and their participation in the appointment of school staff (r = 0.61; p<0.05); there is also a significant positive relationship between educational attainments of the parents in SGBs and their participation in purchasing textbooks and materials for the school (r = 0.73; p<0.05). At face value the qualitative finding seems to agree with quantitative findings regarding the influence of educational level to their partcipation. It becomes moral complex as deeper analysis occured. For instance, some parent SGB members did not participate in roles such as recommending educators and non-teaching staff and the purchasing of school LTSM, not necessarily due to the educational levels. Instead it was because of their rejection of teacher attitude. Also, the parents seemed to reject English, the language used during SGB meetings. Even though the study did not explicitly link educational levels of parent SGB members with their participation. This study recommends that SASA unambiguously determines minimum educational levels, skills, knowledge for parent SGB membership. This study further recommends that SASA embraces explicitly Ubuntu principle in its definition of a parent, to include community members with appropriate minimum educational levels and skills, for participation.
- Full Text:
- Date Issued: 2019
- Authors: Kombela, Thamsanqa Washington
- Date: 2019
- Subjects: School boards School management teams
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16555 , vital:40731
- Description: School Governance is focused on the parent component, which is one of the components that make up School Governing Body (SGB). In South Africa, the legislation affords parents numerical majority representation. Strategic positions, such as chairperson and treasurer are assigned to a parent. This aims at affording parents an opportunity to influence school level decisions. However, the extent to which the parent component of SGBs participates meaningfully is consistently questioned, some researchers suspecting parents’ levels of education to negatively influence their quality of participation. Hence this study investigated the influence of Educational Levels of the SGB parent component on their school governance participation, especially in rural primary schools of Buffalo City Metro Education District. This study used Mixed Methods Research Design within Pragmatic Paradigm, using Arstein’s Ladder of Participation as Theoretical Framework. The researcher used a questionnaire as a tool to collect quantitative data and Key Informant Interview (KII) to collect qualitative data. Fourty two (42) parents serving as SGB members in the rural areas of the Buffalo City Metro Education District, ten (10) SGB parent members participated in the interview session. Quantitatively, there is a significant positive relationship between educational attainments of the parents in SGBs and their participation in the appointment of school staff (r = 0.61; p<0.05); there is also a significant positive relationship between educational attainments of the parents in SGBs and their participation in purchasing textbooks and materials for the school (r = 0.73; p<0.05). At face value the qualitative finding seems to agree with quantitative findings regarding the influence of educational level to their partcipation. It becomes moral complex as deeper analysis occured. For instance, some parent SGB members did not participate in roles such as recommending educators and non-teaching staff and the purchasing of school LTSM, not necessarily due to the educational levels. Instead it was because of their rejection of teacher attitude. Also, the parents seemed to reject English, the language used during SGB meetings. Even though the study did not explicitly link educational levels of parent SGB members with their participation. This study recommends that SASA unambiguously determines minimum educational levels, skills, knowledge for parent SGB membership. This study further recommends that SASA embraces explicitly Ubuntu principle in its definition of a parent, to include community members with appropriate minimum educational levels and skills, for participation.
- Full Text:
- Date Issued: 2019
Perceptions of principals and teachers on the implementation of Inclusive Education: A case study of three primary schools in the Amathole West Education District.
- Authors: Magwa, Nondumiso
- Date: 2019
- Subjects: Inclusive education -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11264 , vital:39039
- Description: This research study investigated the perceptions of principals and teachers on the implementation of inclusive education in three primary schools in Amathole West Education District. The investigation took place in rural and in urban areas to fulfil the completion of the study. The people who participated in the study were three principals and six teachers from primary schools. The researcher used interpretivism paradigm for this study. A case study was also used to get closer to participants by visiting their workplace so that she could know their living experiences, thoughts and feelings about the implementation of IE in three primary schools in AWED. The study used qualitative approach. Data was collected using semi - structured interviews and document analysis so as to get rich information. Results of the study revealed that the implementation of Inclusive Education was not effective in primary schools in the AWED as it is expected by the DBE. For effective implementation of IE recommendations included the following: mainstream principals and teachers must be encouraged to read and understand the documents on implementation of IE; mainstream principals and teachers must be encouraged to further their studies and capacitate themselves especially in the aspects of inclusive education; DBSTs must have regular visits to mainstream schools to support teachers on monthly basis; follow - ups and monitoring must be done by district officers frequently to all mainstream schools; remedial classes must be introduced in mainstream schools so that learners can get enough time to be assisted on areas concerned; more workshops and in - service training must be organised to support teachers so that they could get more information about inclusive education.
- Full Text:
- Date Issued: 2019
- Authors: Magwa, Nondumiso
- Date: 2019
- Subjects: Inclusive education -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11264 , vital:39039
- Description: This research study investigated the perceptions of principals and teachers on the implementation of inclusive education in three primary schools in Amathole West Education District. The investigation took place in rural and in urban areas to fulfil the completion of the study. The people who participated in the study were three principals and six teachers from primary schools. The researcher used interpretivism paradigm for this study. A case study was also used to get closer to participants by visiting their workplace so that she could know their living experiences, thoughts and feelings about the implementation of IE in three primary schools in AWED. The study used qualitative approach. Data was collected using semi - structured interviews and document analysis so as to get rich information. Results of the study revealed that the implementation of Inclusive Education was not effective in primary schools in the AWED as it is expected by the DBE. For effective implementation of IE recommendations included the following: mainstream principals and teachers must be encouraged to read and understand the documents on implementation of IE; mainstream principals and teachers must be encouraged to further their studies and capacitate themselves especially in the aspects of inclusive education; DBSTs must have regular visits to mainstream schools to support teachers on monthly basis; follow - ups and monitoring must be done by district officers frequently to all mainstream schools; remedial classes must be introduced in mainstream schools so that learners can get enough time to be assisted on areas concerned; more workshops and in - service training must be organised to support teachers so that they could get more information about inclusive education.
- Full Text:
- Date Issued: 2019
Remedial program on learners’ proficiency in english second language: a case of two township schools in king William’s town education district.
- Authors: Moyo, Thembekile
- Date: 2020
- Subjects: Reading -- Remedial teaching Reading (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17910 , vital:41977
- Description: Literature indicates that there is a national crisis about learners who cannot read for comprehension at the primary level. However, there is limited literature that talks about effective remediation programmes in developing countries. This had a negative impact on the Matric results in the past years. Statistics have always shown the rural provinces such as Eastern Cape to be the most affected province with these poor results, due to the low levels of learners’ reading skills. This study focused on the remedial programme on learners’ proficiency in English second language, which was conducted in two township schools in King William’s Town District. This explored the remedial programme that could be used to help learners become proficient readers who could be able to read for meaning and comprehension. A case study research design was used where two township schools were sampled. A qualitative approach located in the interpretive paradigm was used to carry out the study. The purposive and the sampling procedure were used to solicit information from principals, educators, and learners. The data was collected through interviews, observations and focus groups. Its focus was to establish a remedial programme to improve learners’ proficiency in English second language. The findings revealed that a lack of English proficiency has a negative effect on the learners’ performance. The findings also revealed that the repetition of concepts helps the learners to master and increase their vocabulary and comprehension. A need for learner teacher support materials (LTSM) was revealed to equip the educators with knowledge and skills for teaching diversity in the classroom. The study recommends provision for trained remedial educators in all schools to attend to the individual needs of learners appropriately. Universities should include a component of remedial education in the training of educators, as they are the ones expected to remediate the struggling learners. Parents should encourage their children to be actively involved in learning the language of teaching and learning.
- Full Text:
- Date Issued: 2020
- Authors: Moyo, Thembekile
- Date: 2020
- Subjects: Reading -- Remedial teaching Reading (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17910 , vital:41977
- Description: Literature indicates that there is a national crisis about learners who cannot read for comprehension at the primary level. However, there is limited literature that talks about effective remediation programmes in developing countries. This had a negative impact on the Matric results in the past years. Statistics have always shown the rural provinces such as Eastern Cape to be the most affected province with these poor results, due to the low levels of learners’ reading skills. This study focused on the remedial programme on learners’ proficiency in English second language, which was conducted in two township schools in King William’s Town District. This explored the remedial programme that could be used to help learners become proficient readers who could be able to read for meaning and comprehension. A case study research design was used where two township schools were sampled. A qualitative approach located in the interpretive paradigm was used to carry out the study. The purposive and the sampling procedure were used to solicit information from principals, educators, and learners. The data was collected through interviews, observations and focus groups. Its focus was to establish a remedial programme to improve learners’ proficiency in English second language. The findings revealed that a lack of English proficiency has a negative effect on the learners’ performance. The findings also revealed that the repetition of concepts helps the learners to master and increase their vocabulary and comprehension. A need for learner teacher support materials (LTSM) was revealed to equip the educators with knowledge and skills for teaching diversity in the classroom. The study recommends provision for trained remedial educators in all schools to attend to the individual needs of learners appropriately. Universities should include a component of remedial education in the training of educators, as they are the ones expected to remediate the struggling learners. Parents should encourage their children to be actively involved in learning the language of teaching and learning.
- Full Text:
- Date Issued: 2020
Assessing the difficulties in teaching and learning of geometry in grade 9 based on the van hiele theory in Komga, East London Education District in South Africa’s Eastern Cape Province
- Authors: Xakwe, Nomawethu
- Date: 2019
- Subjects: Special education Geometry
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16588 , vital:40734
- Description: Geometry prepares learners by equipping them with the knowledge to use higher order thinking skills. The purpose of this research was to assess the difficulties in the teaching and learning of geometry in Grade 9 based on the van Hiele theory in a rural education district in South Africa’s Eastern Cape Province. van Hiele levels complement each other and therefore, geometry educators need to have good pedagogical content knowledge and apply effective teaching and learning strategies to promote geometry learning. The study adopted the pragmatic paradigm and mixed method approach. Convenient sampling based on proximity to the researcher’s workplace was used to select three schools in Komga education circuit for data collection. The educators’ sample consisted of the Grade 9 mathematics educators from each of the three schools making up a total of 3 educators. The learners’ sample consisted of 27 Grade 9 learners,9 from each of the same three schools from where the educators were selected. Quantitative data were collected from educators and learners using different questionnaires. Qualitative data were collected using different in-depth interview schedules for educators and learners. All members of the sample were interviewed. Observations also were carried out in the classroom during teaching and learning of geometry in order to probe the use of strategies by educators. The quantitative data were subjected to descriptive statistical analysis and tabulated. The qualitative data from interviews were thematically analysed and observation data were transcribed, analysed and tabulated. Final conclusions were drawn through triangulating the different data sets. Findings revealed the strengths and weakenesses of the strategies used by educators and the difficulties faced by the learners. Some of the prominent strengths for educators’ strategies were: ability to promote interactive learning and facilitating a conducive environment, enhancement of critical thinking and development of learners’ confidence through participation. Some of the prominent weakenesses of educators’ strategies were:lack of understanding on how to deal with slow learners and inability to change teaching methods to accommodate all learners, thus inhibiting inclusive education.The prominent strenghts for learners were eagerness to participate in all activities and exhibition of confidence in problem solving. The prominent weakenesses of learners were that the respondents struggled with the P a g e | ii geometrical vocabulary and language needed to express their understanding, deficiency in the understanding of geometric concepts and not having the required understanding of the characteristics of triangles. The study recommends that the geometry educators should plan activities for geometry lessons that will encourage the development of geometric vocabulary among their learners. Geometry educators also need to to include questions in their assessments that test conceptual understanding. In-service workshops should be conducted to equip the educators about how to deal with inclusive education.
- Full Text:
- Date Issued: 2019
- Authors: Xakwe, Nomawethu
- Date: 2019
- Subjects: Special education Geometry
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16588 , vital:40734
- Description: Geometry prepares learners by equipping them with the knowledge to use higher order thinking skills. The purpose of this research was to assess the difficulties in the teaching and learning of geometry in Grade 9 based on the van Hiele theory in a rural education district in South Africa’s Eastern Cape Province. van Hiele levels complement each other and therefore, geometry educators need to have good pedagogical content knowledge and apply effective teaching and learning strategies to promote geometry learning. The study adopted the pragmatic paradigm and mixed method approach. Convenient sampling based on proximity to the researcher’s workplace was used to select three schools in Komga education circuit for data collection. The educators’ sample consisted of the Grade 9 mathematics educators from each of the three schools making up a total of 3 educators. The learners’ sample consisted of 27 Grade 9 learners,9 from each of the same three schools from where the educators were selected. Quantitative data were collected from educators and learners using different questionnaires. Qualitative data were collected using different in-depth interview schedules for educators and learners. All members of the sample were interviewed. Observations also were carried out in the classroom during teaching and learning of geometry in order to probe the use of strategies by educators. The quantitative data were subjected to descriptive statistical analysis and tabulated. The qualitative data from interviews were thematically analysed and observation data were transcribed, analysed and tabulated. Final conclusions were drawn through triangulating the different data sets. Findings revealed the strengths and weakenesses of the strategies used by educators and the difficulties faced by the learners. Some of the prominent strengths for educators’ strategies were: ability to promote interactive learning and facilitating a conducive environment, enhancement of critical thinking and development of learners’ confidence through participation. Some of the prominent weakenesses of educators’ strategies were:lack of understanding on how to deal with slow learners and inability to change teaching methods to accommodate all learners, thus inhibiting inclusive education.The prominent strenghts for learners were eagerness to participate in all activities and exhibition of confidence in problem solving. The prominent weakenesses of learners were that the respondents struggled with the P a g e | ii geometrical vocabulary and language needed to express their understanding, deficiency in the understanding of geometric concepts and not having the required understanding of the characteristics of triangles. The study recommends that the geometry educators should plan activities for geometry lessons that will encourage the development of geometric vocabulary among their learners. Geometry educators also need to to include questions in their assessments that test conceptual understanding. In-service workshops should be conducted to equip the educators about how to deal with inclusive education.
- Full Text:
- Date Issued: 2019
Assessment strategy framework for the National Diploma : fashion course at one Eastern Cape Comprehensive University
- Authors: McLaren, Lorian
- Date: 2017
- Subjects: Fashion -- Study and teaching Fashion design -- Study and teaching Clothing trade -- Handbooks, manuals, etc
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4904 , vital:28750
- Description: The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.
- Full Text:
- Date Issued: 2017
- Authors: McLaren, Lorian
- Date: 2017
- Subjects: Fashion -- Study and teaching Fashion design -- Study and teaching Clothing trade -- Handbooks, manuals, etc
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4904 , vital:28750
- Description: The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.
- Full Text:
- Date Issued: 2017
Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study
- Authors: Billie, Sikelelwa khuthala
- Date: 2015
- Subjects: Corporal punishment of children Children's rights School discipline
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/${Handle} , vital:29494
- Description: This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.
- Full Text:
- Date Issued: 2015
- Authors: Billie, Sikelelwa khuthala
- Date: 2015
- Subjects: Corporal punishment of children Children's rights School discipline
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/${Handle} , vital:29494
- Description: This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.
- Full Text:
- Date Issued: 2015
Retaining learners in primary schools in the East London education district: policy implications
- Authors: Kumanda,Nomaroma
- Date: 2015
- Subjects: Learning ability Dropouts -- South Africa -- Eastern Cape -- Prevention
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6114 , vital:29492
- Description: The purpose of this study is to investigate different ways of retaining learners in teaching and learning practices in grade seven classrooms. The study was conducted in two East London Primary schools. The research took the form of a qualitative interpretive case study focusing on a study sample. The qualitative methods allowed the researcher to gather data in order to describe and interpret teachers‟ knowledge in retaining learners in grade seven classrooms. This critical analysis explored the literature relating to retention of learners if they fail to meet proficiency requirements. The research made use of a qualitative, mixedmethod, and meta-analysis techniques to collect and analyse the data. The study is systematically analysed and categorized according to three themes: retention and social promotion policy effectiveness, causes of dropping out and identification of curriculum and program options. The findings suggested that retaining learners may have some positive effects in the short-term, but that may diminish with time and age. Early detection of academic deficiencies by teachers can possibly prevent negative psychological effects and dropping out due to retention. Student retention in public schools is comparatively poor in traditional education and in some contexts, embarrassingly low. Literature on the subject of student retention in public schools indicates that even when interventions are designed and undertaken to improve student‟s retention, they tend to fall short. The main aim of this dissertation therefore is to better understand and measure learners‟ attitudes and perceptions towards the effectiveness of learning. In view of this, it is hoped that the study can determine how these strategies can be used optimally to improve student retention at lower grades in the East London District in Eastern Cape. The findings at its best indicate what possible method that could be used to improve retention of learners, by enhancing their teaching/ learning and improving the efficacy of Eastern Cape school‟s existing student support system.
- Full Text:
- Date Issued: 2015
- Authors: Kumanda,Nomaroma
- Date: 2015
- Subjects: Learning ability Dropouts -- South Africa -- Eastern Cape -- Prevention
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6114 , vital:29492
- Description: The purpose of this study is to investigate different ways of retaining learners in teaching and learning practices in grade seven classrooms. The study was conducted in two East London Primary schools. The research took the form of a qualitative interpretive case study focusing on a study sample. The qualitative methods allowed the researcher to gather data in order to describe and interpret teachers‟ knowledge in retaining learners in grade seven classrooms. This critical analysis explored the literature relating to retention of learners if they fail to meet proficiency requirements. The research made use of a qualitative, mixedmethod, and meta-analysis techniques to collect and analyse the data. The study is systematically analysed and categorized according to three themes: retention and social promotion policy effectiveness, causes of dropping out and identification of curriculum and program options. The findings suggested that retaining learners may have some positive effects in the short-term, but that may diminish with time and age. Early detection of academic deficiencies by teachers can possibly prevent negative psychological effects and dropping out due to retention. Student retention in public schools is comparatively poor in traditional education and in some contexts, embarrassingly low. Literature on the subject of student retention in public schools indicates that even when interventions are designed and undertaken to improve student‟s retention, they tend to fall short. The main aim of this dissertation therefore is to better understand and measure learners‟ attitudes and perceptions towards the effectiveness of learning. In view of this, it is hoped that the study can determine how these strategies can be used optimally to improve student retention at lower grades in the East London District in Eastern Cape. The findings at its best indicate what possible method that could be used to improve retention of learners, by enhancing their teaching/ learning and improving the efficacy of Eastern Cape school‟s existing student support system.
- Full Text:
- Date Issued: 2015
Factors affecting the learners’ reading culture in English First Additional Language at Grade 5. A case of three primary schools in the Cookhouse and Somerset East area.
- Authors: Snyers, Jonathan Marsel
- Date: 2019
- Subjects: Books and reading English language -- Rhetoric
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16342 , vital:40711
- Description: This study investigated the factors affecting the learners’ reading culture in English First Additional Language at grade 5 level in the Cookhouse and Somerset area. The sample consisted of 3 teachers, 3 principals, 18 learners and 3 SGB chairpersons from three different schools. The study focused on three primary schools in the Blue Crane District, which were selected through a purposive sampling technique. Qualitative research was chosen as the research method with a case study as the research design. Data collection instruments consisted of unstandardized in-depth interviews, focus group discussions and documents. Interviews were conducted with the teachers, principals and the chairpersons of the respective schools. The focus group discussions were conducted with learners. In this study, the researcher has analysed data systematically whereby he built through recording procedures during interviews and focus group discussions. The findings highlighted factors, which cause learners’ reading problems. The factors include various physical factors, emotional factors, and little attention to reading skills, lack of motivation, insufficient reading time and material. Educators were of the view that repeated curriculum changes within a short period of time without proper training of educators has an effect on learners’ reading performance. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves in because there was a strong relationship between socio-economic factors and reading ability. On that account, the implication is that reading will not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components.
- Full Text:
- Date Issued: 2019
- Authors: Snyers, Jonathan Marsel
- Date: 2019
- Subjects: Books and reading English language -- Rhetoric
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16342 , vital:40711
- Description: This study investigated the factors affecting the learners’ reading culture in English First Additional Language at grade 5 level in the Cookhouse and Somerset area. The sample consisted of 3 teachers, 3 principals, 18 learners and 3 SGB chairpersons from three different schools. The study focused on three primary schools in the Blue Crane District, which were selected through a purposive sampling technique. Qualitative research was chosen as the research method with a case study as the research design. Data collection instruments consisted of unstandardized in-depth interviews, focus group discussions and documents. Interviews were conducted with the teachers, principals and the chairpersons of the respective schools. The focus group discussions were conducted with learners. In this study, the researcher has analysed data systematically whereby he built through recording procedures during interviews and focus group discussions. The findings highlighted factors, which cause learners’ reading problems. The factors include various physical factors, emotional factors, and little attention to reading skills, lack of motivation, insufficient reading time and material. Educators were of the view that repeated curriculum changes within a short period of time without proper training of educators has an effect on learners’ reading performance. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves in because there was a strong relationship between socio-economic factors and reading ability. On that account, the implication is that reading will not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components.
- Full Text:
- Date Issued: 2019
Parents’ perceptions about male teachers’ underpresentation in the foundation phase : a study in the East London Education District
- Authors: Kewuti, Nomfihlakalo
- Date: 2018
- Subjects: Male preschool teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15914 , vital:40563
- Description: Foundation Phase in many schools is dominated by females and there are no or few male teachers in these grades. Foundation Phase comprises both boys and girls and if girls need female teachers to teach them, so the boys also need male teachers. One of the reasons why males do not want to teach in the Foundation Phase is the gender stereotype that Foundation Phase is a woman’s job, which deprive young learners the benefits that they could enjoy by having male teachers in their early years. The objectives of this study were to establish the parents’ perceptions about male teachers’ underrepresentation in the Foundation Phase; to determine how parents and their children can benefit from being taught by male teachers in the FP; to ascertain what challenges parents perceive are experienced by male teachers in the FP and to ascertain how SGB parent component can attract male teachers for FP teaching in their schools. The study was conducted in the East London Education District from three primary schools in urban, semi-urban and rural school settings. The schools selected were those that have male teachers in the FP in Grade R, 1, 2 and 3. A purposeful sample of nine parents who have children in male teacher classes in the Foundation Phase were used; three parents from each school. Qualitative data were generated through semi-structured interviews and observations, using phenomenology design. Thematic analysis was conducted on the basis of the themes that emerged from the participants’ responses to the research questions. This study adopted an interpretive paradigm to get an understanding of parents’ perceptions about male teachers’ underrepresentation in the FP from parents who have children in the male teacher classes in the FP. The findings indicated that parents feel a need for male teachers in the FP to act as disciplinarians. They also noted that their children who are taught by male teachers have good behaviours. Benefits like gender equality, improvement in sports, confidence of learners in doing their work and grooming and balancing for higher levels. It has appeared that parents also understand that male teachers experience challenges of being unaccepted by the parents of learners and also by their female colleagues. These challenges stem from the fact that teaching in FP is associated with being nannies which is a female duty; males are associated with child abuse and are thought to be paedophiles and there a great lack of trust due to these associations pointed at them. Parents in their responses have shown that they are for the view that the SGB parent component should ensure that male teachers are employed in the FP by recommending them (male teachers) in the posts at Foundation Phase level and that it should be adopted in their schools.
- Full Text:
- Date Issued: 2018
- Authors: Kewuti, Nomfihlakalo
- Date: 2018
- Subjects: Male preschool teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15914 , vital:40563
- Description: Foundation Phase in many schools is dominated by females and there are no or few male teachers in these grades. Foundation Phase comprises both boys and girls and if girls need female teachers to teach them, so the boys also need male teachers. One of the reasons why males do not want to teach in the Foundation Phase is the gender stereotype that Foundation Phase is a woman’s job, which deprive young learners the benefits that they could enjoy by having male teachers in their early years. The objectives of this study were to establish the parents’ perceptions about male teachers’ underrepresentation in the Foundation Phase; to determine how parents and their children can benefit from being taught by male teachers in the FP; to ascertain what challenges parents perceive are experienced by male teachers in the FP and to ascertain how SGB parent component can attract male teachers for FP teaching in their schools. The study was conducted in the East London Education District from three primary schools in urban, semi-urban and rural school settings. The schools selected were those that have male teachers in the FP in Grade R, 1, 2 and 3. A purposeful sample of nine parents who have children in male teacher classes in the Foundation Phase were used; three parents from each school. Qualitative data were generated through semi-structured interviews and observations, using phenomenology design. Thematic analysis was conducted on the basis of the themes that emerged from the participants’ responses to the research questions. This study adopted an interpretive paradigm to get an understanding of parents’ perceptions about male teachers’ underrepresentation in the FP from parents who have children in the male teacher classes in the FP. The findings indicated that parents feel a need for male teachers in the FP to act as disciplinarians. They also noted that their children who are taught by male teachers have good behaviours. Benefits like gender equality, improvement in sports, confidence of learners in doing their work and grooming and balancing for higher levels. It has appeared that parents also understand that male teachers experience challenges of being unaccepted by the parents of learners and also by their female colleagues. These challenges stem from the fact that teaching in FP is associated with being nannies which is a female duty; males are associated with child abuse and are thought to be paedophiles and there a great lack of trust due to these associations pointed at them. Parents in their responses have shown that they are for the view that the SGB parent component should ensure that male teachers are employed in the FP by recommending them (male teachers) in the posts at Foundation Phase level and that it should be adopted in their schools.
- Full Text:
- Date Issued: 2018
Teachers and learners’ perspectives towards English as a language of learning and teaching : a case of two selected secondary schools in the Amathole West Education District
- Osunkunle, Atinuke Oluwatoyin
- Authors: Osunkunle, Atinuke Oluwatoyin
- Date: 2019
- Subjects: English language -- Study and teaching Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16243 , vital:40702
- Description: The study aimed at examining teachers and learners’ perspectives towards English as a language of learning and teaching (LoLT), using two selected secondary schools in the Amathole West Education District as a case study and to see if English is indeed a language of choice among learners and teachers. The researcher employed an interpretative qualitative research paradigm and purposive non-probability sampling method was used to draw samples of participants for in-depth interviews and focus group discussions. The school principal and two teachers were purposively selected in each of the two schools, making a total of two school principals and four teachers that were interviewed. In addition, a member of the School Governing Body (SGB) was selected in each of the two schools and interviewed. The study also had one focus group discussion with learners in each of the two selected schools, making two focus groups in total. All the one-on-one in-depth interviews as well as the focus group discussions with the learners were recorded and then transcribed. The collected data was later analysed thematically to infer the meaning and present the findings. The findings revealed that most of the students in public schools are torn between two divides as they struggle with the use of English as a language of learning and teaching but seem to have no choice, as they all believed that the use of English is quite beneficial to them in many ways. Another critical finding is that some teachers find it difficult to teach in English because they do not have a good command of the language. This makes them to code-switch regularly using IsiXhosa along with English while they are supposed to teach in English. Thus, this affects the learners proper understanding of and grounding in the English language. The study also found out that the schools lack adequate support to ensure the effective use of English for learning and teaching. The study recommended that various support systems from the government are needed in order to ensure the acceptance and successful use of English as LoLT in South African public schools. In this regard, the participants assured that these would result in positive outcomes, as they would provide quality education through government support. The study concluded that English is the preferred LoLT by both teachers and learners, thus, it needs to be prioritised.
- Full Text:
- Date Issued: 2019
- Authors: Osunkunle, Atinuke Oluwatoyin
- Date: 2019
- Subjects: English language -- Study and teaching Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16243 , vital:40702
- Description: The study aimed at examining teachers and learners’ perspectives towards English as a language of learning and teaching (LoLT), using two selected secondary schools in the Amathole West Education District as a case study and to see if English is indeed a language of choice among learners and teachers. The researcher employed an interpretative qualitative research paradigm and purposive non-probability sampling method was used to draw samples of participants for in-depth interviews and focus group discussions. The school principal and two teachers were purposively selected in each of the two schools, making a total of two school principals and four teachers that were interviewed. In addition, a member of the School Governing Body (SGB) was selected in each of the two schools and interviewed. The study also had one focus group discussion with learners in each of the two selected schools, making two focus groups in total. All the one-on-one in-depth interviews as well as the focus group discussions with the learners were recorded and then transcribed. The collected data was later analysed thematically to infer the meaning and present the findings. The findings revealed that most of the students in public schools are torn between two divides as they struggle with the use of English as a language of learning and teaching but seem to have no choice, as they all believed that the use of English is quite beneficial to them in many ways. Another critical finding is that some teachers find it difficult to teach in English because they do not have a good command of the language. This makes them to code-switch regularly using IsiXhosa along with English while they are supposed to teach in English. Thus, this affects the learners proper understanding of and grounding in the English language. The study also found out that the schools lack adequate support to ensure the effective use of English for learning and teaching. The study recommended that various support systems from the government are needed in order to ensure the acceptance and successful use of English as LoLT in South African public schools. In this regard, the participants assured that these would result in positive outcomes, as they would provide quality education through government support. The study concluded that English is the preferred LoLT by both teachers and learners, thus, it needs to be prioritised.
- Full Text:
- Date Issued: 2019