Plagiarism in master of education studies at selected East African Universities
- Authors: Ramadhan, Zainabu
- Date: 2017
- Subjects: Plagiarism -- Africa , Imitation in literature Education, Higher -- Moral and ethical aspects College students -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20581 , vital:29324
- Description: Plagiarism is a form of academic misconduct and is a problematic phenomenon which affects academia globally. Even though the origins of the concept of plagiarism can be traced back throughout history, the term has come to carry many varying implications. This may affect the ways in which plagiarism is understood, detected and prosecuted by the parties it involves, such as students, academics and in policies. Despite its origin in Western tradition, this form of academic malpractice is prominent in African universities. In its most basic definition as theft of intellectual property, plagiarism is intertwined intricately with ownership of knowledge, which is culturally specific. This study situates itself within the context of three African universities, namely Moi University (Kenya), Makerere University (Uganda) and the University of Dar es Salaam (Tanzania), and aims to explore anti-plagiarism strategies implemented at these institutions. More specifically, this study focuses on Master of Education students’ perceptions of plagiarism, the supervisors’ role in preventing and detecting such malpractice and the institutional disciplinary practices in place. This study analyses the possible reasons for the continuous occurrence of plagiarism at these institutions and aims to explore the potential of further strategies to prevent the various forms of malpractice. This research is a qualitative study and uses the constructivist paradigm. The research design is a multiple case study because the data collected originates from the contexts of the three selected universities. The data generation was conducted through triangulation of personal interviews with the students, lecturers and policy-makers as well as through focus group discussions with students and document analysis. Three methods of sampling were employed. The student participants were selected through convenient sampling, the supervisors were chosen through purposive sampling and snowballing was used to identify policy-makers. The data analysis was conducted thematically. In discussing the methodology and findings, Vygotsky’s Socio-cultural theory (1978) is employed. The introductory chapter provides an overview of the complexities of plagiarism and problematizes its implications. Chapter two outlines the relevant literature and contextualizes the research topic. The third chapter introduces the methodology. Chapter four presents the data collected. Thereafter, chapter five focuses on the interpretation and the discussion of the data. The last chapter draws conclusions in relation to the research questions and suggests areas for further research.
- Full Text:
- Date Issued: 2017
- Authors: Ramadhan, Zainabu
- Date: 2017
- Subjects: Plagiarism -- Africa , Imitation in literature Education, Higher -- Moral and ethical aspects College students -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20581 , vital:29324
- Description: Plagiarism is a form of academic misconduct and is a problematic phenomenon which affects academia globally. Even though the origins of the concept of plagiarism can be traced back throughout history, the term has come to carry many varying implications. This may affect the ways in which plagiarism is understood, detected and prosecuted by the parties it involves, such as students, academics and in policies. Despite its origin in Western tradition, this form of academic malpractice is prominent in African universities. In its most basic definition as theft of intellectual property, plagiarism is intertwined intricately with ownership of knowledge, which is culturally specific. This study situates itself within the context of three African universities, namely Moi University (Kenya), Makerere University (Uganda) and the University of Dar es Salaam (Tanzania), and aims to explore anti-plagiarism strategies implemented at these institutions. More specifically, this study focuses on Master of Education students’ perceptions of plagiarism, the supervisors’ role in preventing and detecting such malpractice and the institutional disciplinary practices in place. This study analyses the possible reasons for the continuous occurrence of plagiarism at these institutions and aims to explore the potential of further strategies to prevent the various forms of malpractice. This research is a qualitative study and uses the constructivist paradigm. The research design is a multiple case study because the data collected originates from the contexts of the three selected universities. The data generation was conducted through triangulation of personal interviews with the students, lecturers and policy-makers as well as through focus group discussions with students and document analysis. Three methods of sampling were employed. The student participants were selected through convenient sampling, the supervisors were chosen through purposive sampling and snowballing was used to identify policy-makers. The data analysis was conducted thematically. In discussing the methodology and findings, Vygotsky’s Socio-cultural theory (1978) is employed. The introductory chapter provides an overview of the complexities of plagiarism and problematizes its implications. Chapter two outlines the relevant literature and contextualizes the research topic. The third chapter introduces the methodology. Chapter four presents the data collected. Thereafter, chapter five focuses on the interpretation and the discussion of the data. The last chapter draws conclusions in relation to the research questions and suggests areas for further research.
- Full Text:
- Date Issued: 2017
An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students
- Authors: Bacela, Mpathi Collin
- Date: 2019
- Subjects: Physics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42443 , vital:36657
- Description: The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.
- Full Text:
- Date Issued: 2019
- Authors: Bacela, Mpathi Collin
- Date: 2019
- Subjects: Physics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42443 , vital:36657
- Description: The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.
- Full Text:
- Date Issued: 2019
A baseline study of teacher and learner perspectives of language demands in science classrooms in the Nelson Mandela Bay Metropole
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
- Full Text:
- Date Issued: 2017
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
- Full Text:
- Date Issued: 2017
The art of science: utilising artistic methods to assist in the learning of natural sciences and technology in the intermediate phase
- Authors: Deyzel, Jenilyn
- Date: 2019
- Subjects: Science -- Study and teaching (Primary) -- South Africa , Science -- Study and teaching (Elementary) Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39502 , vital:35279
- Description: This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Full Text:
- Date Issued: 2019
- Authors: Deyzel, Jenilyn
- Date: 2019
- Subjects: Science -- Study and teaching (Primary) -- South Africa , Science -- Study and teaching (Elementary) Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39502 , vital:35279
- Description: This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Full Text:
- Date Issued: 2019
Exploring the perceptions of School Governing Bodies towards foundation phase male teachers in Eastern Cape schools
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
Exploring student teachers’ self-reflections on implementation of IsiXhosa literacy strategies with Grade 3 learners : a single case study approach
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
Teaching NCS (CAPS) FET mathematics: a comparison between an offline techno-blended Model and a traditional approach
- Authors: Munemo, Noname
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Secondary) , Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/41614 , vital:36545
- Description: This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Full Text:
- Date Issued: 2019
- Authors: Munemo, Noname
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Secondary) , Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/41614 , vital:36545
- Description: This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Full Text:
- Date Issued: 2019
Experiences of teachers in multicultural classrooms in ex-model c secondary schools
- Authors: Vermaak, Annaline
- Date: 2017
- Subjects: Culturally relevant pedagogy -- South Africa -- Port Elizabeth Classroom environment -- South Africa -- Port Elizabeth Multicultural education -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14068 , vital:27414
- Description: This study examined experiences of teachers in ex-Model C secondary schools in Port Elizabeth with specific reference to the strategies adopted, challenges and rewards of teaching in diverse classrooms. It is located in the realm of diversity pedagogy and multi-cultural education and contextualized against the socio-political and colourful historical climate of education in South Africa. This study was conducted by using the qualitative research approach against the backdrop of the phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from 4 ex-Model C English medium secondary schools (formerly White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed and the rich thick data were analysed and categorized into themes and sub-themes by adopting a constant comparative method. The findings of the study indicate that teachers failed to embrace diversity to its fullest, although they did not mind teaching diverse learners. Furthermore, it is evident that they have not made concerted efforts to implement culturally responsive teaching strategies to cater for diversity in their classes as the approaches tend to be cosmetic and superficial. The findings indicate that teachers are stuck in the quagmire of business as usual-, colour-blind-, assimilationist, contributionist approaches that militate against culturally responsive pedagogy. It is recommended that teachers be empowered with skills in diversity education by various stakeholders such as School Governing Bodies, the Department of Basic Education and teacher unions so that they are better equipped to implement strategies in their classes that cater to the needs of a diverse learner population.
- Full Text:
- Date Issued: 2017
- Authors: Vermaak, Annaline
- Date: 2017
- Subjects: Culturally relevant pedagogy -- South Africa -- Port Elizabeth Classroom environment -- South Africa -- Port Elizabeth Multicultural education -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14068 , vital:27414
- Description: This study examined experiences of teachers in ex-Model C secondary schools in Port Elizabeth with specific reference to the strategies adopted, challenges and rewards of teaching in diverse classrooms. It is located in the realm of diversity pedagogy and multi-cultural education and contextualized against the socio-political and colourful historical climate of education in South Africa. This study was conducted by using the qualitative research approach against the backdrop of the phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from 4 ex-Model C English medium secondary schools (formerly White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed and the rich thick data were analysed and categorized into themes and sub-themes by adopting a constant comparative method. The findings of the study indicate that teachers failed to embrace diversity to its fullest, although they did not mind teaching diverse learners. Furthermore, it is evident that they have not made concerted efforts to implement culturally responsive teaching strategies to cater for diversity in their classes as the approaches tend to be cosmetic and superficial. The findings indicate that teachers are stuck in the quagmire of business as usual-, colour-blind-, assimilationist, contributionist approaches that militate against culturally responsive pedagogy. It is recommended that teachers be empowered with skills in diversity education by various stakeholders such as School Governing Bodies, the Department of Basic Education and teacher unions so that they are better equipped to implement strategies in their classes that cater to the needs of a diverse learner population.
- Full Text:
- Date Issued: 2017
Exploring National Certificate Vocational (NCV) level two learners’ misconceptions in algebraic functions through integrating GeoGebra during teaching and learning
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
A case study to explore developing a community of practice to support emergent literacy in preschool children's play
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018