The responses of standard nine pupils to valuing strategies in geography
- Authors: Nyikana, Nqabomzi
- Date: 1989
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa , Critical thinking
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1380 , http://hdl.handle.net/10962/d1001446
- Description: Values education in geography can be seen as a way of educating pupils to think critically and independently on matters to which they can readily relate. It also involves the relating of facts and concepts of a subject area to the pupils ' own lives. There is, therefore, a need to introduce values education in geography at our schools. The DET geography syllabuses offer many topics of social and environmental concern. Valuing processes, based on values analysis and values clarification, can be used to teach these topics. Through values education, geography pupils can become more purposeful, more enthusiastic and positive in their learning. This study investigates the effectiveness of valuing strategies in the teaching of geography. A broad overview of the literature on valuing in general and valuing in geographical education in particular, was analysed. Three teaching units were then devised and tried out in KwaZulu schools. The responses of pupils to these units were then investigated through questionnaires. Teachers were also interviewed to find the extent to which valuing approaches were being used. The principal findings of the study are, firstly, that the pupils responded well to the valuing units. Secondly, that teachers were not using valuing strategies in schools and, lastly, that the units in the research could be effective in teaching values geography. From the findings of this research, it is evident that values geography has an important place in the South African school curriculum
- Full Text:
- Date Issued: 1989
- Authors: Nyikana, Nqabomzi
- Date: 1989
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa , Critical thinking
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1380 , http://hdl.handle.net/10962/d1001446
- Description: Values education in geography can be seen as a way of educating pupils to think critically and independently on matters to which they can readily relate. It also involves the relating of facts and concepts of a subject area to the pupils ' own lives. There is, therefore, a need to introduce values education in geography at our schools. The DET geography syllabuses offer many topics of social and environmental concern. Valuing processes, based on values analysis and values clarification, can be used to teach these topics. Through values education, geography pupils can become more purposeful, more enthusiastic and positive in their learning. This study investigates the effectiveness of valuing strategies in the teaching of geography. A broad overview of the literature on valuing in general and valuing in geographical education in particular, was analysed. Three teaching units were then devised and tried out in KwaZulu schools. The responses of pupils to these units were then investigated through questionnaires. Teachers were also interviewed to find the extent to which valuing approaches were being used. The principal findings of the study are, firstly, that the pupils responded well to the valuing units. Secondly, that teachers were not using valuing strategies in schools and, lastly, that the units in the research could be effective in teaching values geography. From the findings of this research, it is evident that values geography has an important place in the South African school curriculum
- Full Text:
- Date Issued: 1989
A pilot study of commonly held misconceptions in secondary school genetics
- Authors: Moore, Aldyth Margaret
- Date: 1990
- Subjects: Genetics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1338 , http://hdl.handle.net/10962/d1001404
- Description: This pilot study was aimed at investigating with the aid of a two-tier multiple choice questionnaire, the misconceptions held by pupils in standards 8 and 10 as well as first year Biology students in the area of senior secondary school genetics. It was found that certain of the children's preconceived ideas were altered by tuition while others were unaffected by either age or tuition and consequently warranted the name misconceptions. Four misconceptions were identified in this study and these were seen to be at the root of the difficulties experienced in genetics. They involved plants being seen to be unable to reproduce sexually, an inability to relate meiosis to genetics, a tendency to cling to the Punnett square algorithm when solving genetics problems despite a lack of understanding of the underlying processes and a failure to see the role of chance in genetics. These misconceptions were seen to have arisen because of certain preconceived ideas which hamper the formation of a suitable conceptual framework. The adoption of suitable teaching strategies appears to be the most likely method of rectifying the problem. However, before this can be regarded as conclusive, further research into the concept development of specific aspects such as sexual reproduction, needs to be done. Studies to investigate the most suitable teaching strategy should also be carried out as well as an investigation into the structure of the curriculum
- Full Text:
- Date Issued: 1990
- Authors: Moore, Aldyth Margaret
- Date: 1990
- Subjects: Genetics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1338 , http://hdl.handle.net/10962/d1001404
- Description: This pilot study was aimed at investigating with the aid of a two-tier multiple choice questionnaire, the misconceptions held by pupils in standards 8 and 10 as well as first year Biology students in the area of senior secondary school genetics. It was found that certain of the children's preconceived ideas were altered by tuition while others were unaffected by either age or tuition and consequently warranted the name misconceptions. Four misconceptions were identified in this study and these were seen to be at the root of the difficulties experienced in genetics. They involved plants being seen to be unable to reproduce sexually, an inability to relate meiosis to genetics, a tendency to cling to the Punnett square algorithm when solving genetics problems despite a lack of understanding of the underlying processes and a failure to see the role of chance in genetics. These misconceptions were seen to have arisen because of certain preconceived ideas which hamper the formation of a suitable conceptual framework. The adoption of suitable teaching strategies appears to be the most likely method of rectifying the problem. However, before this can be regarded as conclusive, further research into the concept development of specific aspects such as sexual reproduction, needs to be done. Studies to investigate the most suitable teaching strategy should also be carried out as well as an investigation into the structure of the curriculum
- Full Text:
- Date Issued: 1990
A study of the reading interests and reading habits of English (first language) secondary-school pupils in South Africa: with particular reference to the Province of Natal
- Authors: Gardner, John Murray
- Date: 1990
- Subjects: Reading interests English language -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal Books and reading -- South Africa -- KwaZulu-Natal Readership surveys -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1781 , http://hdl.handle.net/10962/d1003666
- Description: The study derives from a belief, based on many researchers' writings, that wide and frequent book-reading aids the development of knowledge, emotional maturity and human sympathy, which are all essential attributes in a fragmented culture such as South Africa's. It is not accepted that conventional secondary-school literature-teaching in this country promotes a lifelong reading habit among the majority of pupils and a plea is made for the recognition of Reading as a curricular entity in its own right. The study suggests that, owing to a paucity of local research in this field, South African teachers and educational authorities are severely disadvantaged. If they are unable to offer advice based on a proper study of their pupils as readers, they run the risk of guiding many pupils' reading along paths that cannot promise satisfaction and fulfilment. Such stultifying of reading habits would contradict the aims of the present National Core Syllabuses for English (First Language). The thesis sets little store by the investigation of specific bookchoices, pointing out that the validity of such incidental findings, if gleaned from a latitudinal survey, is questionable. Instead, using the findings of questionnaires administered to nearly 2 800 pupils and their teachers, the thesis investigates the relationships between voluntary leisure-time reading and such factors as age, gender, intelligence, academic achievement and standard of living. It also looks at the influences of parents, teachers, peers, contemporary literature-teaching practices, school and public libraries, and leisure- time pursuits other than reading. Many suggestions are offered for further research into finer aspects of those considerations. Many of the findings serve merely to corroborate research from abroad, particularly in respect of age, gender and intelligence. That is none the less alarming when a striking decline in reading is found to occur in the early years of the secondary school. A number of other interesting findings emerge. Standard of living is shown to be inversely correlated with amount of reading, and television-viewing is not found to displace reading. Nor are other leisure-time pursuits found to affect amount of reading: avid readers are by and large extremely active and committed pupils. Reading emerges from the study as providing its own peculiar satisfaction, as does each of the other leisure activities investigated. The challenge is to ensure that infrequent readers become aware of what reading has to offer, and strategies for attempting to achieve that are posited, particularly with regard to the roles of public and school libraries. The roles of teachers and parents are found to be crucial to the development of an appetite for books, and it is suggested that schools and parents liaise formally and closely in this matter. The study groups pupils by a number of personal variables, and investigates their reactions to common forms and genres as well as to certain specifics of style, thereby discussing the relationship between reading, social maturity and academic achievement It argues strongly for recognition of the fact that educating secondary-school pupils in the development of keen and sensitive lifelong reading habits is a process which cannot be systematically taught as a set of skills.
- Full Text:
- Date Issued: 1990
- Authors: Gardner, John Murray
- Date: 1990
- Subjects: Reading interests English language -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal Books and reading -- South Africa -- KwaZulu-Natal Readership surveys -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1781 , http://hdl.handle.net/10962/d1003666
- Description: The study derives from a belief, based on many researchers' writings, that wide and frequent book-reading aids the development of knowledge, emotional maturity and human sympathy, which are all essential attributes in a fragmented culture such as South Africa's. It is not accepted that conventional secondary-school literature-teaching in this country promotes a lifelong reading habit among the majority of pupils and a plea is made for the recognition of Reading as a curricular entity in its own right. The study suggests that, owing to a paucity of local research in this field, South African teachers and educational authorities are severely disadvantaged. If they are unable to offer advice based on a proper study of their pupils as readers, they run the risk of guiding many pupils' reading along paths that cannot promise satisfaction and fulfilment. Such stultifying of reading habits would contradict the aims of the present National Core Syllabuses for English (First Language). The thesis sets little store by the investigation of specific bookchoices, pointing out that the validity of such incidental findings, if gleaned from a latitudinal survey, is questionable. Instead, using the findings of questionnaires administered to nearly 2 800 pupils and their teachers, the thesis investigates the relationships between voluntary leisure-time reading and such factors as age, gender, intelligence, academic achievement and standard of living. It also looks at the influences of parents, teachers, peers, contemporary literature-teaching practices, school and public libraries, and leisure- time pursuits other than reading. Many suggestions are offered for further research into finer aspects of those considerations. Many of the findings serve merely to corroborate research from abroad, particularly in respect of age, gender and intelligence. That is none the less alarming when a striking decline in reading is found to occur in the early years of the secondary school. A number of other interesting findings emerge. Standard of living is shown to be inversely correlated with amount of reading, and television-viewing is not found to displace reading. Nor are other leisure-time pursuits found to affect amount of reading: avid readers are by and large extremely active and committed pupils. Reading emerges from the study as providing its own peculiar satisfaction, as does each of the other leisure activities investigated. The challenge is to ensure that infrequent readers become aware of what reading has to offer, and strategies for attempting to achieve that are posited, particularly with regard to the roles of public and school libraries. The roles of teachers and parents are found to be crucial to the development of an appetite for books, and it is suggested that schools and parents liaise formally and closely in this matter. The study groups pupils by a number of personal variables, and investigates their reactions to common forms and genres as well as to certain specifics of style, thereby discussing the relationship between reading, social maturity and academic achievement It argues strongly for recognition of the fact that educating secondary-school pupils in the development of keen and sensitive lifelong reading habits is a process which cannot be systematically taught as a set of skills.
- Full Text:
- Date Issued: 1990
An analysis of some school history textbooks with special reference to styles of concept presentation
- Matoti, Sukude Mangwevandile
- Authors: Matoti, Sukude Mangwevandile
- Date: 1990
- Subjects: History -- Study and teaching -- South Africa -- Textbooks -- Evaluation , South Africa -- History -- Textbooks
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1343 , http://hdl.handle.net/10962/d1001409
- Description: The aim of this study was to find out whether the school history textbooks used in Transkei Junior and Senior secondary schools were adequate in helping pupils meet the demands of their course. The results of the study would be used as argument for or against the assumption that the type of textbooks used in Transkei schools, through their inadequacy in equipping the pupils with the necessary skills for "doing" history, do contribute to the high failure rate in history, especially that they are in most schools, the only recourse for both the teacher and the pupil. In particular the study intended to see what strategies the history textbooks used to aid concept understanding which is crucial to the understanding of history. Twenty three criteria, fourteen objective and nine subjective were used to assess the books for readability and for strategies which might aid concept understanding. Eight books were assessed: four Std 5 and four Std 8 books. The results showed that only three of the eight books catered for the development of skills of learning history and were suited to the level of the pupiils for whom they were intended . History textbooks therefore need to be improved so as to foster the skills of learning history. Their inadequacy could be a contributory factor to the high rate of failure. In-service and pre-service training in methods of textbook analysis can assist in textbook selection and for changes in methods of teaching to supplement shortcomings in books which are commonly used
- Full Text:
- Date Issued: 1990
- Authors: Matoti, Sukude Mangwevandile
- Date: 1990
- Subjects: History -- Study and teaching -- South Africa -- Textbooks -- Evaluation , South Africa -- History -- Textbooks
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1343 , http://hdl.handle.net/10962/d1001409
- Description: The aim of this study was to find out whether the school history textbooks used in Transkei Junior and Senior secondary schools were adequate in helping pupils meet the demands of their course. The results of the study would be used as argument for or against the assumption that the type of textbooks used in Transkei schools, through their inadequacy in equipping the pupils with the necessary skills for "doing" history, do contribute to the high failure rate in history, especially that they are in most schools, the only recourse for both the teacher and the pupil. In particular the study intended to see what strategies the history textbooks used to aid concept understanding which is crucial to the understanding of history. Twenty three criteria, fourteen objective and nine subjective were used to assess the books for readability and for strategies which might aid concept understanding. Eight books were assessed: four Std 5 and four Std 8 books. The results showed that only three of the eight books catered for the development of skills of learning history and were suited to the level of the pupiils for whom they were intended . History textbooks therefore need to be improved so as to foster the skills of learning history. Their inadequacy could be a contributory factor to the high rate of failure. In-service and pre-service training in methods of textbook analysis can assist in textbook selection and for changes in methods of teaching to supplement shortcomings in books which are commonly used
- Full Text:
- Date Issued: 1990
An investigation into some learning and teaching problems of biology in Transkei senior secondary schools
- Authors: Matoti, Sheila Nokuthula
- Date: 1990
- Subjects: Education, Secondary Biology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1349 , http://hdl.handle.net/10962/d1001415
- Description: The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
- Full Text:
- Date Issued: 1990
- Authors: Matoti, Sheila Nokuthula
- Date: 1990
- Subjects: Education, Secondary Biology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1349 , http://hdl.handle.net/10962/d1001415
- Description: The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
- Full Text:
- Date Issued: 1990
An investigation into some of the problems affecting the teaching and learning of biochemistry in Transkei Colleges of Education
- Authors: Qokweni, Patiswa
- Date: 1990
- Subjects: Biochemistry -- Study and teaching -- South Africa -- Transkei
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1350 , http://hdl.handle.net/10962/d1001416
- Description: The study investigated some of the problems experienced in the teaching and learning of biochemistry - a section in the Senior Certificate biology syllabus - in the Transkei Colleges of Education. Biochemistry is often labelled a difficult area, therefore, the study was an attempt to identify the problems encountered by biology teachers and lecturers in teaching biochemistry and by student-teachers in learning it. Questionnaires were admlninistered to final-year biology major student-teachers in the colleges, and to the biology teachers and college lecturers. Examiners and subject advisers for biology were interviewed. The questionnaires required the respondents to identify the following: 1. Areas of biochemistry they find difficult. 2. Areas of biochemistry they find easy to understand. 3. Possible reasons for the students' poor performance in biochemistry. 4. Possible suggestions for improvement. The student-teachers were further given a concept test to test their understanding of the concept 'photosynthesis'. After analysing the data, the findings were used to make some recommendations, in an attempt to improve the teaching of biochemistry by the teachers and lecturers and of the learning of biochemistry by the students
- Full Text:
- Date Issued: 1990
- Authors: Qokweni, Patiswa
- Date: 1990
- Subjects: Biochemistry -- Study and teaching -- South Africa -- Transkei
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1350 , http://hdl.handle.net/10962/d1001416
- Description: The study investigated some of the problems experienced in the teaching and learning of biochemistry - a section in the Senior Certificate biology syllabus - in the Transkei Colleges of Education. Biochemistry is often labelled a difficult area, therefore, the study was an attempt to identify the problems encountered by biology teachers and lecturers in teaching biochemistry and by student-teachers in learning it. Questionnaires were admlninistered to final-year biology major student-teachers in the colleges, and to the biology teachers and college lecturers. Examiners and subject advisers for biology were interviewed. The questionnaires required the respondents to identify the following: 1. Areas of biochemistry they find difficult. 2. Areas of biochemistry they find easy to understand. 3. Possible reasons for the students' poor performance in biochemistry. 4. Possible suggestions for improvement. The student-teachers were further given a concept test to test their understanding of the concept 'photosynthesis'. After analysing the data, the findings were used to make some recommendations, in an attempt to improve the teaching of biochemistry by the teachers and lecturers and of the learning of biochemistry by the students
- Full Text:
- Date Issued: 1990
Enrichment strategies for gifted English first language (HG) pupils at the senior secondary level : a critical evaluation of a programme implemented at Grey Boys' High School, Port Elizabeth, 1986-1988
- Authors: Cunningham, Gregory Mark
- Date: 1990
- Subjects: English language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Gifted children -- Education (Secondary) -- South Africa -- Eastern Cape Gifted children -- Education -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1510 , http://hdl.handle.net/10962/d1003392
- Description: Programmes developed specifically for the gifted and talented pupil are not a novel idea. Yet, by comparison, the history of gifted education is a brief one. Highly gifted and talented pupils often have difficulty being challenged in a conventional classroom situation. Since classroom instruction is usually designed for the benefit of pupils who function at the level of the majority of their peer age-group, this teaching, no matter how well done, may not be appropriate for the extremely gifted pupil whose abilities differ greatly from this group. Even special programmes for gifted and talented students may be designed for a broad group of gifted students and may not meet the specific needs of the gifted child, especially ones with a special intellectual talent. While it is important to bear aspects such as the characteristics of giftedness and the attributes of the talented individual in mind, the basis of this dissertation examines what enrichment and acceleration strategies may be utilised by the English First Language (HG) teacher when presented with a preselected group of pupils who are gifted in English, utilising a composite gifted educational model as a mechanism for the development of this specific programme.
- Full Text:
- Date Issued: 1990
- Authors: Cunningham, Gregory Mark
- Date: 1990
- Subjects: English language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Gifted children -- Education (Secondary) -- South Africa -- Eastern Cape Gifted children -- Education -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1510 , http://hdl.handle.net/10962/d1003392
- Description: Programmes developed specifically for the gifted and talented pupil are not a novel idea. Yet, by comparison, the history of gifted education is a brief one. Highly gifted and talented pupils often have difficulty being challenged in a conventional classroom situation. Since classroom instruction is usually designed for the benefit of pupils who function at the level of the majority of their peer age-group, this teaching, no matter how well done, may not be appropriate for the extremely gifted pupil whose abilities differ greatly from this group. Even special programmes for gifted and talented students may be designed for a broad group of gifted students and may not meet the specific needs of the gifted child, especially ones with a special intellectual talent. While it is important to bear aspects such as the characteristics of giftedness and the attributes of the talented individual in mind, the basis of this dissertation examines what enrichment and acceleration strategies may be utilised by the English First Language (HG) teacher when presented with a preselected group of pupils who are gifted in English, utilising a composite gifted educational model as a mechanism for the development of this specific programme.
- Full Text:
- Date Issued: 1990
The evaluation of qualitative examination questions at matriculation level in physics
- Authors: Dixon, Charles Harwood
- Date: 1990
- Subjects: Physics -- Study and teaching (Secondary) , Physics -- Examinations, questions, etc.
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1373 , http://hdl.handle.net/10962/d1001439
- Description: The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
- Full Text:
- Date Issued: 1990
- Authors: Dixon, Charles Harwood
- Date: 1990
- Subjects: Physics -- Study and teaching (Secondary) , Physics -- Examinations, questions, etc.
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1373 , http://hdl.handle.net/10962/d1001439
- Description: The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
- Full Text:
- Date Issued: 1990
The future of the past in South African schools : curriculum development, school leaving examinations and syllabus design and assessment in history : a comparative study
- Authors: Gunn, Alan Howard
- Date: 1990
- Subjects: Education -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Forecasting
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1375 , http://hdl.handle.net/10962/d1001441
- Description: This is a two-part study dealing with the curriculum, school leaving examinations and History as a school subject in England and South Africa. Part One is a developmental study. Developments in the curriculum of both countries since the Second World War are traced. In England this period is characterised by a shift from a somewhat laissez faire approach of the authorities at Whitehall to the curriculum of individual schools to the prescription that seems inherent in the National Curriculum. The outstanding development in South Africa during this period has been the introduction of a system of differentiated education. In contrast to minor developments in the South African school leaving examination system, England has witnessed the consolidation of the two-tier GCE and CSE system into a single examination at 16+, the GCSE. In discussing developments in History as a school subject, one is struck by the growth of the "new history" in England (this is described in some detail) against the relative lack of development (at "official" syllabus level) in South Africa where the subject remains rooted in the "traditional", chronological, content-based approach. Part Two of this study compares the current situation in England and South Africa at both the macro (ie. curriculum and school leaving examination systems) and micro (ie. History as a subject in the curriculum) levels. At the macro level the curriculum and school leaving examination systems in both England and South Africa are contrasted and one notes an increasing trend towards centralization in both countries. At the micro level use is made of "official" syllabuses and examination papers to contrast the "new history" approach in England with the "traditional" approach in South Africa. In the conclusion two broad possibilities for curriculum reform in South Africa are considered: Broad reform across the curriculum on the one hand and reforms in History on the other
- Full Text:
- Date Issued: 1990
- Authors: Gunn, Alan Howard
- Date: 1990
- Subjects: Education -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Forecasting
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1375 , http://hdl.handle.net/10962/d1001441
- Description: This is a two-part study dealing with the curriculum, school leaving examinations and History as a school subject in England and South Africa. Part One is a developmental study. Developments in the curriculum of both countries since the Second World War are traced. In England this period is characterised by a shift from a somewhat laissez faire approach of the authorities at Whitehall to the curriculum of individual schools to the prescription that seems inherent in the National Curriculum. The outstanding development in South Africa during this period has been the introduction of a system of differentiated education. In contrast to minor developments in the South African school leaving examination system, England has witnessed the consolidation of the two-tier GCE and CSE system into a single examination at 16+, the GCSE. In discussing developments in History as a school subject, one is struck by the growth of the "new history" in England (this is described in some detail) against the relative lack of development (at "official" syllabus level) in South Africa where the subject remains rooted in the "traditional", chronological, content-based approach. Part Two of this study compares the current situation in England and South Africa at both the macro (ie. curriculum and school leaving examination systems) and micro (ie. History as a subject in the curriculum) levels. At the macro level the curriculum and school leaving examination systems in both England and South Africa are contrasted and one notes an increasing trend towards centralization in both countries. At the micro level use is made of "official" syllabuses and examination papers to contrast the "new history" approach in England with the "traditional" approach in South Africa. In the conclusion two broad possibilities for curriculum reform in South Africa are considered: Broad reform across the curriculum on the one hand and reforms in History on the other
- Full Text:
- Date Issued: 1990
The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level
- Authors: Alummoottil, Joseph Michael
- Date: 1990
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Learning -- Mathematical models -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1769 , http://hdl.handle.net/10962/d1003654
- Description: The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
- Full Text:
- Date Issued: 1990
- Authors: Alummoottil, Joseph Michael
- Date: 1990
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Learning -- Mathematical models -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1769 , http://hdl.handle.net/10962/d1003654
- Description: The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
- Full Text:
- Date Issued: 1990
A pilot study of the relationship between the English language abilities of a group of primary school children and their tree-drawings
- Authors: Kierman, Wynsome Doreen
- Date: 1991
- Subjects: Children -- Language -- Research Children -- Language -- Study and teaching -- Research Cognition in children Communicative competence in children -- Research English language -- Study and teaching (Primary) -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1704 , http://hdl.handle.net/10962/d1003587
- Description: This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.
- Full Text:
- Date Issued: 1991
- Authors: Kierman, Wynsome Doreen
- Date: 1991
- Subjects: Children -- Language -- Research Children -- Language -- Study and teaching -- Research Cognition in children Communicative competence in children -- Research English language -- Study and teaching (Primary) -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1704 , http://hdl.handle.net/10962/d1003587
- Description: This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.
- Full Text:
- Date Issued: 1991
A study of the relationship between personality factors and attitudes towards perceived problem animals in white small-stock farmers of the Eastern Cape
- Authors: Van Rensburg, Eureta Janse
- Date: 1991
- Subjects: Conservation of natural resources -- South Africa Farmers -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1782 , http://hdl.handle.net/10962/d1003667
- Description: This study explores a possible relationship between personality factors and attitudes towards perceived problem animals in a sample of 17 white, male, full-time small- stock farmers in the Eastern Cape district of Cradock. Personality factors were analysed by means of Cattell's l6 Personality Factor Questionnaire, standardised for South Africa. Attitudes were determined by qualitative analysis of data from semi-structured interviews. Specific personality factors associated with positive and negative attitudes towards 'problem animals', including Lynx Felis caracal, eagles and vultures, were identified. Demographic and situational influences and certain world views associated with environmental attitudes are also discussed. Re-orientation of perspectives are recommended for farmers, conservationists and environmental educators.
- Full Text:
- Date Issued: 1991
- Authors: Van Rensburg, Eureta Janse
- Date: 1991
- Subjects: Conservation of natural resources -- South Africa Farmers -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1782 , http://hdl.handle.net/10962/d1003667
- Description: This study explores a possible relationship between personality factors and attitudes towards perceived problem animals in a sample of 17 white, male, full-time small- stock farmers in the Eastern Cape district of Cradock. Personality factors were analysed by means of Cattell's l6 Personality Factor Questionnaire, standardised for South Africa. Attitudes were determined by qualitative analysis of data from semi-structured interviews. Specific personality factors associated with positive and negative attitudes towards 'problem animals', including Lynx Felis caracal, eagles and vultures, were identified. Demographic and situational influences and certain world views associated with environmental attitudes are also discussed. Re-orientation of perspectives are recommended for farmers, conservationists and environmental educators.
- Full Text:
- Date Issued: 1991
A study of the suitability of a modern African novel such as "Things fall apart" by Chinua Achebe for black pupils in Ciskeian schools in contrast to a prescribed novel such as "Silas Marner" by George Eliot
- Authors: Daley, Nirmala
- Date: 1991
- Subjects: Eliot, George, 1819-1880. Silas Marner -- Study and teaching Black people -- Education -- South Africa English literature -- Study and teaching -- South Africa Achebe, Chinua. Things fall apart -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1784 , http://hdl.handle.net/10962/d1003669
- Description: The enjoyment of any form of literature presupposes, in the reader, an understanding of the subject matter and a fundamental inclination to identify with the characters, to empathize with them and to appreciate varying perspectives. It follows that the choice of text is an important consideration especially, when the reader is not reading in the mother tongue. The choice of novel prescribed by the DET for Second Language, non-White, non-English-speaking, Ciskeian pupils poses many problems which lead to poor examination results. The increasing unpopularity of English Literature among Ciskeian pupils and teachers appears to stem largely from the predominance of works selected from the Great Tradition. To determine how far the choice of texts is responsible for the lack of success of literature teaching in Ciskei is the aim of this investigation. The DET syllabus for Black schools and the set books prescribed for Stds. 9 and 10 between 1980 and 1990 are examined to expose their Euro-centric focus. The effects of the DET examinations on literature study in Ciskei are also considered to show how examinations complicate the situation further. The aims of teaching literature to Second Language pupils are reviewed. Literary merit, relevance, aesthetic value and scope for moral seriousness, skill development are suggested as criteria suitable for an appropriate choice of literary texts for Second Language pupils. A comparative study of the prescribed novel, Silas Marner and an alternative African novel in English, Things Fall Apart has been attempted to find out whether Things Fall Apart is of equal literary value to Silas Marner and, perhaps, more relevant than Silas Marner to the experience of Black pupils. Six teachers have been interviewed for their opinions of the books prescribed. A miniature survey also has been conducted among pupils of Stds. 9 and 10 from selected schools to verify general attitudes to the study of literature. The findings indicate a dire need to make the syllabus more flexible and more open to include good African writing in English, such as Things Fall Apart.
- Full Text:
- Date Issued: 1991
- Authors: Daley, Nirmala
- Date: 1991
- Subjects: Eliot, George, 1819-1880. Silas Marner -- Study and teaching Black people -- Education -- South Africa English literature -- Study and teaching -- South Africa Achebe, Chinua. Things fall apart -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1784 , http://hdl.handle.net/10962/d1003669
- Description: The enjoyment of any form of literature presupposes, in the reader, an understanding of the subject matter and a fundamental inclination to identify with the characters, to empathize with them and to appreciate varying perspectives. It follows that the choice of text is an important consideration especially, when the reader is not reading in the mother tongue. The choice of novel prescribed by the DET for Second Language, non-White, non-English-speaking, Ciskeian pupils poses many problems which lead to poor examination results. The increasing unpopularity of English Literature among Ciskeian pupils and teachers appears to stem largely from the predominance of works selected from the Great Tradition. To determine how far the choice of texts is responsible for the lack of success of literature teaching in Ciskei is the aim of this investigation. The DET syllabus for Black schools and the set books prescribed for Stds. 9 and 10 between 1980 and 1990 are examined to expose their Euro-centric focus. The effects of the DET examinations on literature study in Ciskei are also considered to show how examinations complicate the situation further. The aims of teaching literature to Second Language pupils are reviewed. Literary merit, relevance, aesthetic value and scope for moral seriousness, skill development are suggested as criteria suitable for an appropriate choice of literary texts for Second Language pupils. A comparative study of the prescribed novel, Silas Marner and an alternative African novel in English, Things Fall Apart has been attempted to find out whether Things Fall Apart is of equal literary value to Silas Marner and, perhaps, more relevant than Silas Marner to the experience of Black pupils. Six teachers have been interviewed for their opinions of the books prescribed. A miniature survey also has been conducted among pupils of Stds. 9 and 10 from selected schools to verify general attitudes to the study of literature. The findings indicate a dire need to make the syllabus more flexible and more open to include good African writing in English, such as Things Fall Apart.
- Full Text:
- Date Issued: 1991
An investigation into pupils' knowledge of and attitudes towards AIDS : a survey of four private schools
- Authors: Robinson, Margaret
- Date: 1991
- Subjects: AIDS (Disease) -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1348 , http://hdl.handle.net/10962/d1001414
- Description: Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education
- Full Text:
- Date Issued: 1991
- Authors: Robinson, Margaret
- Date: 1991
- Subjects: AIDS (Disease) -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1348 , http://hdl.handle.net/10962/d1001414
- Description: Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education
- Full Text:
- Date Issued: 1991
An investigation into the relationship between kinesthetic sensitivity and balancing ability in pre-school children
- Authors: Burger, Laetitia Mary
- Date: 1991
- Subjects: Motor ability in children Perception in children Preschool children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1615 , http://hdl.handle.net/10962/d1003497
- Description: The purpose of this study was to explore the possibility of a linear relationship between kinesthetic sensitivity and balancing ability in pre-school children. Furthermore, the effects of age on kinesthetic sensitivity and balancing ability were investigated. Finally, the role of gender in kinesthetic sensitivity and balancing ability was examined. Fifty-one subjects, between the ages of three and six years, executed five trials on each of two kinesthetic sensitivity tests (an arm abduction test and a hip abduction test); two tests for static balance (on a balance board and on a balance stick) and two tests for dynamic balance (a beam walk test and a stepping stones test). Although the correlations between kinesthetic sensitivity and balancing ability were generally positive, they were very slight. These low correlations are probably an indication that different abilities are required for carrying out the different tasks. Generally, both balancing ability and kinesthetic sensitivity appeared to improve with age. From analysis of individual test results it was obvious that abilities varied from individual to individual (Appendix G). This could have been the result of developmental, motivational or experiential differences. Although the girls generally performed slightly better on most tests than the boys the correlations between test scores for boys were slightly higher than those for girls. At-test indicated that there were no significant differences between the mean scores of the boys and the girls on the balancing or the kinesthetic sensitivity tasks.
- Full Text:
- Date Issued: 1991
- Authors: Burger, Laetitia Mary
- Date: 1991
- Subjects: Motor ability in children Perception in children Preschool children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1615 , http://hdl.handle.net/10962/d1003497
- Description: The purpose of this study was to explore the possibility of a linear relationship between kinesthetic sensitivity and balancing ability in pre-school children. Furthermore, the effects of age on kinesthetic sensitivity and balancing ability were investigated. Finally, the role of gender in kinesthetic sensitivity and balancing ability was examined. Fifty-one subjects, between the ages of three and six years, executed five trials on each of two kinesthetic sensitivity tests (an arm abduction test and a hip abduction test); two tests for static balance (on a balance board and on a balance stick) and two tests for dynamic balance (a beam walk test and a stepping stones test). Although the correlations between kinesthetic sensitivity and balancing ability were generally positive, they were very slight. These low correlations are probably an indication that different abilities are required for carrying out the different tasks. Generally, both balancing ability and kinesthetic sensitivity appeared to improve with age. From analysis of individual test results it was obvious that abilities varied from individual to individual (Appendix G). This could have been the result of developmental, motivational or experiential differences. Although the girls generally performed slightly better on most tests than the boys the correlations between test scores for boys were slightly higher than those for girls. At-test indicated that there were no significant differences between the mean scores of the boys and the girls on the balancing or the kinesthetic sensitivity tasks.
- Full Text:
- Date Issued: 1991
An investigation of the evolution and current status of the core theoretical disciplines in the training of primary school teachers at selected English-medium training institutions in South Africa
- Authors: Robertson, Sally-Ann, 1952-
- Date: 1991
- Subjects: Elementary school teachers -- Training of -- South Africa , Teachers -- Training of -- South Africa , Education -- Philosophy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2008 , http://hdl.handle.net/10962/d1015891
- Description: This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.
- Full Text:
- Date Issued: 1991
- Authors: Robertson, Sally-Ann, 1952-
- Date: 1991
- Subjects: Elementary school teachers -- Training of -- South Africa , Teachers -- Training of -- South Africa , Education -- Philosophy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2008 , http://hdl.handle.net/10962/d1015891
- Description: This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.
- Full Text:
- Date Issued: 1991
Computer-based remediation in Cape Senior Certificate standard grade mathematics
- Authors: Elgie, Brian James
- Date: 1991
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching -- Audio-visual aids Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1458 , http://hdl.handle.net/10962/d1003339
- Description: This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.
- Full Text:
- Date Issued: 1991
- Authors: Elgie, Brian James
- Date: 1991
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching -- Audio-visual aids Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1458 , http://hdl.handle.net/10962/d1003339
- Description: This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.
- Full Text:
- Date Issued: 1991
Evaluating an English department: the use of illuminative evaluation procedures in descriptive and diagnostic analysis of English teaching programmes in high schools
- Authors: Thorpe, Robert Nicholas
- Date: 1991
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1522 , http://hdl.handle.net/10962/d1003404
- Description: To evaluate what is actually happening within a High School subject curriculum, the annual parade of marks, percentages and symbol distributions is not by itself adequate, especially in assessing progress towards such English syllabus goals as: That pupils expand their experience of life, gain empathetic understanding of people and develop moral awareness. (3.1. 4 HG) How too, from examination results alone, can a subject head of English assess the success of his objective "to woo his pupils into the reading habit"? (School 1: Goals 1988) Decisions on English department policy and procedures are frequently based on personal hunches and examination results. Few subject departments engage in proper evaluations of their curricula to support decisions made, or to impart meaning upon the countless daily transactions between child and adult, individual and institution in the learning process. This study demonstrates the efficacy of "illuminative evaluation" techniques in opening out an educational innovation (1986 First Language English syllabi of the Cape Education Department) at two High Schools for comment and appraisal. The array of information gathered should be useful in planning and implementing further curricula initiatives. The inherent flexibility of illuminative evaluation procedures and their freedom from large-scale data base requirements needed for 'scientific' models of evaluation are advantageous in investigating the untidy complexities of English teaching. Both 'closed' and 'open' response questionnaires, interviews, and perusal of relevant documents informed the researcher of the views of pupils, parents, English teachers, other subject heads, the two school principals and the education authorities on what waS and ought to be happening in English classes. From the considerable array of information generated, the distress of conscientious English teachers facing unreasonable work-loads emerged clearly. Such teachers are likely to occupy key roles in the non-racial state schools of the future and cannot be regarded as expendable. 'Open schools' present new challenges to existing curricula and the position of English may prove to be critical. Thus it is submitted that English subject heads should be concerned with evaluating their departments so that informed decisions can be taken on future directions. Illuminative evaluation is demonstrably useful in such analyses.
- Full Text:
- Date Issued: 1991
- Authors: Thorpe, Robert Nicholas
- Date: 1991
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1522 , http://hdl.handle.net/10962/d1003404
- Description: To evaluate what is actually happening within a High School subject curriculum, the annual parade of marks, percentages and symbol distributions is not by itself adequate, especially in assessing progress towards such English syllabus goals as: That pupils expand their experience of life, gain empathetic understanding of people and develop moral awareness. (3.1. 4 HG) How too, from examination results alone, can a subject head of English assess the success of his objective "to woo his pupils into the reading habit"? (School 1: Goals 1988) Decisions on English department policy and procedures are frequently based on personal hunches and examination results. Few subject departments engage in proper evaluations of their curricula to support decisions made, or to impart meaning upon the countless daily transactions between child and adult, individual and institution in the learning process. This study demonstrates the efficacy of "illuminative evaluation" techniques in opening out an educational innovation (1986 First Language English syllabi of the Cape Education Department) at two High Schools for comment and appraisal. The array of information gathered should be useful in planning and implementing further curricula initiatives. The inherent flexibility of illuminative evaluation procedures and their freedom from large-scale data base requirements needed for 'scientific' models of evaluation are advantageous in investigating the untidy complexities of English teaching. Both 'closed' and 'open' response questionnaires, interviews, and perusal of relevant documents informed the researcher of the views of pupils, parents, English teachers, other subject heads, the two school principals and the education authorities on what waS and ought to be happening in English classes. From the considerable array of information generated, the distress of conscientious English teachers facing unreasonable work-loads emerged clearly. Such teachers are likely to occupy key roles in the non-racial state schools of the future and cannot be regarded as expendable. 'Open schools' present new challenges to existing curricula and the position of English may prove to be critical. Thus it is submitted that English subject heads should be concerned with evaluating their departments so that informed decisions can be taken on future directions. Illuminative evaluation is demonstrably useful in such analyses.
- Full Text:
- Date Issued: 1991
History resource materials in Transkei senior secondary schools : their availability and use
- Flatela, Andile Thaddeus L L
- Authors: Flatela, Andile Thaddeus L L
- Date: 1991
- Subjects: History -- Study and teaching (Secondary) -- South Africa -- Transkei Experiential learning -- Education (Secondary) -- South Africa -- Transkei Teaching -- Methodology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1556 , http://hdl.handle.net/10962/d1003438
- Description: This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.
- Full Text:
- Date Issued: 1991
- Authors: Flatela, Andile Thaddeus L L
- Date: 1991
- Subjects: History -- Study and teaching (Secondary) -- South Africa -- Transkei Experiential learning -- Education (Secondary) -- South Africa -- Transkei Teaching -- Methodology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1556 , http://hdl.handle.net/10962/d1003438
- Description: This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.
- Full Text:
- Date Issued: 1991
The computer in secondary school mathematics : an analysis and classification of possible modes of application, with suggested implications for the mathematics curriculum in South Africa
- Authors: Marsh, Terence Anthony
- Date: 1991
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1459 , http://hdl.handle.net/10962/d1003340
- Description: There is a variety of possible ways in which computers can be used to enhance mathematics education. This thesis attempts to identify, analyse and classify these possibilities, particularly at the secondary school level. It describes and exemplifies applications ranging from drill-and-practice through games and simulations to problem solving by computer programming. Software evaluation procedures are considered in some depth. Illuminative evaluations of various items of software and there classroom use are reported. The underlying methodology is small-scale action research. Insights gained during the process of investigating each class of software lead to the eventual formulation of a scheme for classifying mathematics education software by means of 'multidimensional attributes'. It is contended that this scheme will help mathematics teachers to make well informed and sound professional judgements regarding the evaluation and use of computer programs for teaching/learning purposes. Also, it is hoped that this scheme and the thesis as a whole will contribute towards the establishment of well founded standards and procedures for software development in the field of mathematics education. Several implications of the computer for the mathematics curriculum in South Africa are suggested. A note of caution is sounded regarding possible detrimental effects of the computer and several questions requiring further research are posed. A recommendation arising from the thesis is that in-service training courses concerning computer applications in mathematics education should be run for secondary school teachers.
- Full Text:
- Date Issued: 1991
- Authors: Marsh, Terence Anthony
- Date: 1991
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1459 , http://hdl.handle.net/10962/d1003340
- Description: There is a variety of possible ways in which computers can be used to enhance mathematics education. This thesis attempts to identify, analyse and classify these possibilities, particularly at the secondary school level. It describes and exemplifies applications ranging from drill-and-practice through games and simulations to problem solving by computer programming. Software evaluation procedures are considered in some depth. Illuminative evaluations of various items of software and there classroom use are reported. The underlying methodology is small-scale action research. Insights gained during the process of investigating each class of software lead to the eventual formulation of a scheme for classifying mathematics education software by means of 'multidimensional attributes'. It is contended that this scheme will help mathematics teachers to make well informed and sound professional judgements regarding the evaluation and use of computer programs for teaching/learning purposes. Also, it is hoped that this scheme and the thesis as a whole will contribute towards the establishment of well founded standards and procedures for software development in the field of mathematics education. Several implications of the computer for the mathematics curriculum in South Africa are suggested. A note of caution is sounded regarding possible detrimental effects of the computer and several questions requiring further research are posed. A recommendation arising from the thesis is that in-service training courses concerning computer applications in mathematics education should be run for secondary school teachers.
- Full Text:
- Date Issued: 1991