Exploring the Teaching and Learning of Euclidean Geometry in Senior Secondary Schools: The Case of O R Tambo Coastal Schools
- Authors: Danso, Agyare
- Date: 2020-12
- Subjects: Euclidean Geometry
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6582 , vital:47145
- Description: This study was aimed at exploring the teaching and learning of Euclidean Geometry in five selected senior secondary schools in the O R Tambo Coastal District of the Eastern Cape, South Africa. The literature review was based on existing knowledge in the teaching and learning of Euclidean geometry. The study was built on analyzing the effective teaching strategies based on the teacher’s Pedagogical Content Knowledge (PCK) in Euclidean Geometry (EG). Shulman and Ma’s perspective on teachers’ competencies and knowledge of Mathematics was used as the theoretical framework of the study. A mixed-methods sequential explanatory design was adopted for the study. A purposive convenience sampling technique was used to select research sites and participants. The main instruments used were questionnaires, semi-structured interviews, classroom observation schedules, and document analysis. Quantitative data was analyzed descriptively utilizing tables and graphs. Qualitative data were analyzed using thematic data analysis. The various findings were interpreted through the literature and the theoretical framework. It was found that learners have a poor foundation in geometry and the methods teachers employed to teach Euclidean Geometry were inappropriate. Recommendations and suggestions were made. It is hoped that these recommendations would be noted by the appropriate stakeholders to ensure that improvement in the teaching and learning of Euclidean Geometry is achieved in our secondary schools to help matriculates’ obtain good marks in the final certification examination. Keywords: Euclidean Geometry, geometry teaching and learning; learners’ attitude; Teachers Pedagogical Content Knowledge , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
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- Authors: Danso, Agyare
- Date: 2020-12
- Subjects: Euclidean Geometry
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6582 , vital:47145
- Description: This study was aimed at exploring the teaching and learning of Euclidean Geometry in five selected senior secondary schools in the O R Tambo Coastal District of the Eastern Cape, South Africa. The literature review was based on existing knowledge in the teaching and learning of Euclidean geometry. The study was built on analyzing the effective teaching strategies based on the teacher’s Pedagogical Content Knowledge (PCK) in Euclidean Geometry (EG). Shulman and Ma’s perspective on teachers’ competencies and knowledge of Mathematics was used as the theoretical framework of the study. A mixed-methods sequential explanatory design was adopted for the study. A purposive convenience sampling technique was used to select research sites and participants. The main instruments used were questionnaires, semi-structured interviews, classroom observation schedules, and document analysis. Quantitative data was analyzed descriptively utilizing tables and graphs. Qualitative data were analyzed using thematic data analysis. The various findings were interpreted through the literature and the theoretical framework. It was found that learners have a poor foundation in geometry and the methods teachers employed to teach Euclidean Geometry were inappropriate. Recommendations and suggestions were made. It is hoped that these recommendations would be noted by the appropriate stakeholders to ensure that improvement in the teaching and learning of Euclidean Geometry is achieved in our secondary schools to help matriculates’ obtain good marks in the final certification examination. Keywords: Euclidean Geometry, geometry teaching and learning; learners’ attitude; Teachers Pedagogical Content Knowledge , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
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Intersection of race, gender and class in the interventional life-writings of four selected South African authors
- Ndlovu, Siphatisiwe Patricia
- Authors: Ndlovu, Siphatisiwe Patricia
- Date: 2020
- Subjects: Post-apartheid era -- South Africa , Interventional writing , Fred Khumalo , Malaika wa Azania , Khaya Dlanga , Tumi Morake
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/3414 , vital:43345
- Description: The interventional life writings of second generation life writers (young, black, middleclass South Africans) in post-apartheid South Africa have not attracted much academic debate in spite of the burgeoning of such writings recently. The intersection of race, class and gender in post-apartheid South Africa remains a problem and a rich site of research, hence this research’s reading of four selected life writings by young, black, middle-class South Africans living in post-apartheid South Africa: Fred Khumalo’s Touch My Blood: The Early Years (2006), Malaika Wa Azania’s Memoires of a Born Free: Reflections on the Rainbow Nation (2014), Khaya Dlanga’s To Quote Myself (2015) and Tumi Morake’s And Then Mama Said… Words That Set My Life Alight (2018). Using the intersectional approach, the study explores the lives narrated by second generation South Africans, in a manner similar to the grand narratives because of their historical and social context. The study focalises life/self-writers who have experienced post-apartheid trauma of being racialized, gendered and classed in a democratic country. This is a shift from the staple analysis of lives of political struggle against apartheid, narrated by historical legends such as Nelson Mandela. The study then, by focusing on ‘small voices’ closes a critical gap created by over-attention paid to grand narratives in South African life writing. Self-narrations by young, black, middle-class South Africans emerge not only as a way of narrating history but also as a means of making history. Through the deployment of the intersectional approach (the interconnectedness of inequalities) to analyse the systems of oppression associated with democratic South Africa, the four selected interventional life writers reveal how their experiences and identities are an outcome of constantly renegotiating power relations. , Thesis (MA) -- Faculty of Humanities, Social Sciences and Law, 2020
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- Authors: Ndlovu, Siphatisiwe Patricia
- Date: 2020
- Subjects: Post-apartheid era -- South Africa , Interventional writing , Fred Khumalo , Malaika wa Azania , Khaya Dlanga , Tumi Morake
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/3414 , vital:43345
- Description: The interventional life writings of second generation life writers (young, black, middleclass South Africans) in post-apartheid South Africa have not attracted much academic debate in spite of the burgeoning of such writings recently. The intersection of race, class and gender in post-apartheid South Africa remains a problem and a rich site of research, hence this research’s reading of four selected life writings by young, black, middle-class South Africans living in post-apartheid South Africa: Fred Khumalo’s Touch My Blood: The Early Years (2006), Malaika Wa Azania’s Memoires of a Born Free: Reflections on the Rainbow Nation (2014), Khaya Dlanga’s To Quote Myself (2015) and Tumi Morake’s And Then Mama Said… Words That Set My Life Alight (2018). Using the intersectional approach, the study explores the lives narrated by second generation South Africans, in a manner similar to the grand narratives because of their historical and social context. The study focalises life/self-writers who have experienced post-apartheid trauma of being racialized, gendered and classed in a democratic country. This is a shift from the staple analysis of lives of political struggle against apartheid, narrated by historical legends such as Nelson Mandela. The study then, by focusing on ‘small voices’ closes a critical gap created by over-attention paid to grand narratives in South African life writing. Self-narrations by young, black, middle-class South Africans emerge not only as a way of narrating history but also as a means of making history. Through the deployment of the intersectional approach (the interconnectedness of inequalities) to analyse the systems of oppression associated with democratic South Africa, the four selected interventional life writers reveal how their experiences and identities are an outcome of constantly renegotiating power relations. , Thesis (MA) -- Faculty of Humanities, Social Sciences and Law, 2020
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GeoGebra as a Manipulative Tool in Providing Processes of Circle Geometry in Grade 11: A Case of One School in OR Tambo Inland District
- Authors: Marange, Israel Yeukai
- Date: 2019-06
- Subjects: Great circle (Geometry)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6593 , vital:47152
- Description: The aim of this study was to establish the influence of using GeoGebra as a manipulative tool in providing processes of Grade 11 circle geometry at one school in OR Tambo Inland. The study adopted a quantitative approach and utilised the quasi-experimental research design. The sample consisted of 107 Grade 11 mathematics learners. Sixty (60) learners were in the experimental group and 47 in the control group. Pre-test and post-test, and likert-scaled questionnaires were used as instruments. Reliability and validity were ensured through test-retest, as well as member checking and a pilot study. All ethical requirements were followed. Findings revealed that pre-test results did not show much difference in the performance of experimental and control groups. After using GeoGebra, it statistically emerged that control group respondents performed lower than the experimental group. Findings obtained from the questionnaire also showed similar patterns. The study also found that participants who learnt circle geometry using GeoGebra were significantly motivated and that GeoGebra allowed learners to be exceedingly creative and discover skills of solving geometry problems by themselves. The positive impact of using GeoGebra resulted in significant differences on academic performance. Based on gender, more females compared to males agreed that GeoGebra was an effective manipulative tool in learning circle geometry. Interestingly, boys performed better than girls in the post-test. The study concluded that students who used GeoGebra showed higher ability in conceptual knowledge compared to students who used conventional methods. It also concluded that GeoGebra had positive effects on learners’ understanding as learners became significantly active and responsible for their own learning process as the software allows a self-learning process. Recommendations included the need for teachers to use the latest technology and to vary their methods of teaching to motivate learners. There is also a need for a workable alternative opposed to the rigid axiomatic approaches to circle geometry to facilitate and enhance learners’ ability to make and test conjectures. Curriculum planners and subject specialists need to emphasise on education systems that shift teaching and learning away from the traditional methods and emphasise on learning rules for manipulating geometry problems. , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
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- Authors: Marange, Israel Yeukai
- Date: 2019-06
- Subjects: Great circle (Geometry)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6593 , vital:47152
- Description: The aim of this study was to establish the influence of using GeoGebra as a manipulative tool in providing processes of Grade 11 circle geometry at one school in OR Tambo Inland. The study adopted a quantitative approach and utilised the quasi-experimental research design. The sample consisted of 107 Grade 11 mathematics learners. Sixty (60) learners were in the experimental group and 47 in the control group. Pre-test and post-test, and likert-scaled questionnaires were used as instruments. Reliability and validity were ensured through test-retest, as well as member checking and a pilot study. All ethical requirements were followed. Findings revealed that pre-test results did not show much difference in the performance of experimental and control groups. After using GeoGebra, it statistically emerged that control group respondents performed lower than the experimental group. Findings obtained from the questionnaire also showed similar patterns. The study also found that participants who learnt circle geometry using GeoGebra were significantly motivated and that GeoGebra allowed learners to be exceedingly creative and discover skills of solving geometry problems by themselves. The positive impact of using GeoGebra resulted in significant differences on academic performance. Based on gender, more females compared to males agreed that GeoGebra was an effective manipulative tool in learning circle geometry. Interestingly, boys performed better than girls in the post-test. The study concluded that students who used GeoGebra showed higher ability in conceptual knowledge compared to students who used conventional methods. It also concluded that GeoGebra had positive effects on learners’ understanding as learners became significantly active and responsible for their own learning process as the software allows a self-learning process. Recommendations included the need for teachers to use the latest technology and to vary their methods of teaching to motivate learners. There is also a need for a workable alternative opposed to the rigid axiomatic approaches to circle geometry to facilitate and enhance learners’ ability to make and test conjectures. Curriculum planners and subject specialists need to emphasise on education systems that shift teaching and learning away from the traditional methods and emphasise on learning rules for manipulating geometry problems. , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
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Versions of masculinity in Zukiswa Wanners work
- Authors: Scina, Nontsikelelo
- Date: 2018-07
- Subjects: Gender , Zukiswa Wanner , Masculinity in literature , Sex roles
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6708 , vital:47459
- Description: Traditional notions of masculinity which give power and authority to one dominant form of masculinity in the contemporary era are under scrutiny as they are constantly being challenged through the emergence of alternative forms of masculinity. Through the use of Wanner’s novels, this work examines how South African masculinities are constructed, how they are challenged, and how alternative forms are negotiated. It unpacks Wanner’s depiction of hegemonic, thwarted, complicit and marginalised masculinities as it traces the diversity and fluidity of masculinities in these literary texts and the resultant alternative masculinities these novels propose. Furthermore, this work foregrounds the often taken-for-granted role of women and portrays it as the centre around which masculinities are constructed. This is achieved by probing deeper into the familial unit and looking at the traditional gender roles of women, taking into consideration that the South African constitution allows them either to stick to these roles or to choose from an array of career choices presented to them. It is suggested that instead of viewing masculinity as a standard uniform entity, it is profitable to perceive it as a heterogeneous entity, comprising of different versions which are determined by different factors. It is further suggested that the role of women in the construction of masculinities should be given recognition, as they seem to play a significant role in either inhibiting or promoting the transformation of masculinities through the choices they make. , Thesis (M.Arts) -- Faculty of Humanities, Social Sciences and Law, 2018
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- Authors: Scina, Nontsikelelo
- Date: 2018-07
- Subjects: Gender , Zukiswa Wanner , Masculinity in literature , Sex roles
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6708 , vital:47459
- Description: Traditional notions of masculinity which give power and authority to one dominant form of masculinity in the contemporary era are under scrutiny as they are constantly being challenged through the emergence of alternative forms of masculinity. Through the use of Wanner’s novels, this work examines how South African masculinities are constructed, how they are challenged, and how alternative forms are negotiated. It unpacks Wanner’s depiction of hegemonic, thwarted, complicit and marginalised masculinities as it traces the diversity and fluidity of masculinities in these literary texts and the resultant alternative masculinities these novels propose. Furthermore, this work foregrounds the often taken-for-granted role of women and portrays it as the centre around which masculinities are constructed. This is achieved by probing deeper into the familial unit and looking at the traditional gender roles of women, taking into consideration that the South African constitution allows them either to stick to these roles or to choose from an array of career choices presented to them. It is suggested that instead of viewing masculinity as a standard uniform entity, it is profitable to perceive it as a heterogeneous entity, comprising of different versions which are determined by different factors. It is further suggested that the role of women in the construction of masculinities should be given recognition, as they seem to play a significant role in either inhibiting or promoting the transformation of masculinities through the choices they make. , Thesis (M.Arts) -- Faculty of Humanities, Social Sciences and Law, 2018
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Challenges facing teachers in implementing alternative measures of discipline in schools: a case study of five secondary schools in the Umzimkhulu circuit of the Sisonke District in Kwazulu-Natal
- Authors: Zulu, Xolani Wycliff
- Date: 2014
- Subjects: School discipline , Secondary schools , Sisonke District -- Kwazulu-Natal, South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/2393 , vital:41455
- Description: This dissertation is a report on a study that was conducted in rural schools of the Sisonke District in KwaZulu-Natal, a province of South Africa. The study covered the challenges experienced by teachers in implementing the alternative measures of discipline. The study was conducted because the researcher was the head of the disciplinary committee in the school where he was employed and he often dealt with disciplinary problems which usually occurred between the teachers, learners and SMTs. It was important to know from other schools, what problems they faced in implementing the alternative measures of discipline. The study used a qualitative research design in the form of a case study. Purposive sampling was used. The sample comprised 15 SMT members, and 20 post level 1 teachers, and the total number of participants was 35. Data was collected through observations which were followed by interviews. Qualitative methods were used to analyse data. This involved reduction and interpretation of data collected. The findings of the study highlighted the role that could be played by SMTs, teachers, parents, and the Department of Education in the smooth running of the school in dealing with the misunderstandings of alternative measures of discipline and so advance an effective work ethos. The study also illuminated the issue of negligence on the part of SMTs in enforcing the implementation of the alternative measures of discipline. There was a great need for school teachers to be well versed in the general legislation of the Department of Education so as to align themselves with the correct rules and regulations when they deal with disciplinary problems. , Thesis (MEd) -- Faculty of Humanities, Educational Management and Policy, 2014
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- Authors: Zulu, Xolani Wycliff
- Date: 2014
- Subjects: School discipline , Secondary schools , Sisonke District -- Kwazulu-Natal, South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/2393 , vital:41455
- Description: This dissertation is a report on a study that was conducted in rural schools of the Sisonke District in KwaZulu-Natal, a province of South Africa. The study covered the challenges experienced by teachers in implementing the alternative measures of discipline. The study was conducted because the researcher was the head of the disciplinary committee in the school where he was employed and he often dealt with disciplinary problems which usually occurred between the teachers, learners and SMTs. It was important to know from other schools, what problems they faced in implementing the alternative measures of discipline. The study used a qualitative research design in the form of a case study. Purposive sampling was used. The sample comprised 15 SMT members, and 20 post level 1 teachers, and the total number of participants was 35. Data was collected through observations which were followed by interviews. Qualitative methods were used to analyse data. This involved reduction and interpretation of data collected. The findings of the study highlighted the role that could be played by SMTs, teachers, parents, and the Department of Education in the smooth running of the school in dealing with the misunderstandings of alternative measures of discipline and so advance an effective work ethos. The study also illuminated the issue of negligence on the part of SMTs in enforcing the implementation of the alternative measures of discipline. There was a great need for school teachers to be well versed in the general legislation of the Department of Education so as to align themselves with the correct rules and regulations when they deal with disciplinary problems. , Thesis (MEd) -- Faculty of Humanities, Educational Management and Policy, 2014
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