- Title
- The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province
- Creator
- Seabela, Marcia Motlatso
- Description
- The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials.
- Description
- Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Date
- 2021-04
- Subject
- teaching strategies
- Type
- Doctoral theses, text
- Identifier
- http://hdl.handle.net/11260/6782
- Identifier
- vital:49059
- Format
- computer, online resource, application/pdf, 1 online resource (267 leaves), pdf
- Publisher
- Walter Sisulu University, Faculty of Education Sciences
- Language
- English
- Rights
- Faculty of Education Sciences, All Rights Reserved, Open Access
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WSU Department of Continuing Professional Teacher Development
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Marcia Motlatso Seabela Final SIGNED DEd thesis 21 Sept 2021.pdf | 3 MB | Adobe Acrobat PDF | View Details |