Perceptions of Junior Secondary School Educators on the Effects of Overcrowding in Classrooms on Learner Performance in Maluti District, Eastern Cape Province
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
- Full Text:
- Date Issued: 2015
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
- Full Text:
- Date Issued: 2015
Factors contributing to high dropout rate in two selected Junior Secondary Schools in the Mqanduli Area of the Eastern Cape, South Africa
- Authors: Mandi, Sisiwe
- Date: 2012
- Subjects: High school dropout -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18443 , http://hdl.handle.net/11260/d1007269
- Description: This research sought to investigate into factors contributing to high dropout rate amongst grade 9 learners in Mqanduli district. Though access to basic education in South Africa has increased substantially over the last few years, dropout rate in the schools continues to rise up in many rural schools especially Mqanduli district schools. The consequence of dropout as a matter of fact has a profound effect on the individual, family, community and economy. It is common knowledge that high dropout rate reduces the pool of qualified people from diverse backgrounds. In our rural schools most specially Mqanduli district, the concern of the researcher was to find out in Mqanduli schools the factors that contribute to high drop-out rate amongst Grade 9 learners and how they can be minimized if not eradicated. The study approach was qualitative, using the case study technique. The case study technique was used for the in-depth investigation of the factors contributing to high learner dropout. In this study, the target population was two school management team (SMT) per school and one head of department (HoD) and a principal in each of the selected schools in the Mqanduli district junior schools. Samples of the two schools were conveniently selected from the population of schools in the Mqanduli district research data gathering. The main research instrument was face to face semi-structured interview schedule. The face to face semi-structured individual interview was used with the participants due to its flexibility, this was done with the help of a voice recorder and field notes. The data analysis procedure for this study took two forms: first, transcribing the interviews, reviewing and identifying and coding the recurring themes within the data for each of the participants. The second part was to identify common themes and areas of variations among the participants. For ethical consideration, permission was sought from the Walter Sisulu University ethical clearance committee, the district office and principals of the selected schools and all participants. Finding1 Learner dropout rate: The research findings show that learners‟ dropout rate was due to poor socio-economic background, poor school nfrastructure, personal reasons, and teacher/learner relationship. The average percentage of learner dropout within five years is 13% in both schools. With in five year period, thus from 2006 to 2010 in school A total of 254 learners were admitted. At the end of year period, 222 learners were promoted to the next grade, The total number of dropouts in school A was 32. In school B 279 learners were admitted. At the end of the year period, 243 learners were promoted to the next grade. In school B the total number of dropouts was 36.
- Full Text:
- Date Issued: 2012
- Authors: Mandi, Sisiwe
- Date: 2012
- Subjects: High school dropout -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18443 , http://hdl.handle.net/11260/d1007269
- Description: This research sought to investigate into factors contributing to high dropout rate amongst grade 9 learners in Mqanduli district. Though access to basic education in South Africa has increased substantially over the last few years, dropout rate in the schools continues to rise up in many rural schools especially Mqanduli district schools. The consequence of dropout as a matter of fact has a profound effect on the individual, family, community and economy. It is common knowledge that high dropout rate reduces the pool of qualified people from diverse backgrounds. In our rural schools most specially Mqanduli district, the concern of the researcher was to find out in Mqanduli schools the factors that contribute to high drop-out rate amongst Grade 9 learners and how they can be minimized if not eradicated. The study approach was qualitative, using the case study technique. The case study technique was used for the in-depth investigation of the factors contributing to high learner dropout. In this study, the target population was two school management team (SMT) per school and one head of department (HoD) and a principal in each of the selected schools in the Mqanduli district junior schools. Samples of the two schools were conveniently selected from the population of schools in the Mqanduli district research data gathering. The main research instrument was face to face semi-structured interview schedule. The face to face semi-structured individual interview was used with the participants due to its flexibility, this was done with the help of a voice recorder and field notes. The data analysis procedure for this study took two forms: first, transcribing the interviews, reviewing and identifying and coding the recurring themes within the data for each of the participants. The second part was to identify common themes and areas of variations among the participants. For ethical consideration, permission was sought from the Walter Sisulu University ethical clearance committee, the district office and principals of the selected schools and all participants. Finding1 Learner dropout rate: The research findings show that learners‟ dropout rate was due to poor socio-economic background, poor school nfrastructure, personal reasons, and teacher/learner relationship. The average percentage of learner dropout within five years is 13% in both schools. With in five year period, thus from 2006 to 2010 in school A total of 254 learners were admitted. At the end of year period, 222 learners were promoted to the next grade, The total number of dropouts in school A was 32. In school B 279 learners were admitted. At the end of the year period, 243 learners were promoted to the next grade. In school B the total number of dropouts was 36.
- Full Text:
- Date Issued: 2012
Investigating the challenges faced by educators in implementing arts and culture in the RNCS in Libode schools
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2012
- Subjects: Arts and culture -- Teachers -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18460 , http://hdl.handle.net/11260/d1008211
- Description: The dawning of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of other learning areas in the school curriculum especially in South African rural schools. One of the learning areas that were neglected was Arts and Culture mostly in the rural schools. There is, however, overwhelming evidence that the inclusion of Arts and Culture learning area in the school curriculum lacks proper planning and preparation. Educators responsible for this learning area, therefore, experience enormous challenges in the implementation of Arts and Culture, especially in rural schools. This study endeavoured to investigate the prevailing challenges faced by educators in the implementation of Arts and Culture in the rural schools of the Libode Mega-District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of this main research question: What challenges do educators face in implementing Arts and Culture as a learning area in the new curriculum? Other subsidiary questions were also derived from the above main research question. Ten schools from the population of schools in the Libode Mega-District were randomly sampled from which participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were done on the day I collected the questionnaires on all participants. Data collected through the use of questionnaires was analysed using the Statistical Package for Social Science (SPSS). Data collected through interviews was first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between domains. Challenges faced by educators, as per the findings of this study, were; inadequate teacher training, lack of infrastructure, lack of adequate support from other stakeholders and lack of teaching and learning material relating, mostly, to the practical side of this learning area.
- Full Text:
- Date Issued: 2012
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2012
- Subjects: Arts and culture -- Teachers -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18460 , http://hdl.handle.net/11260/d1008211
- Description: The dawning of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of other learning areas in the school curriculum especially in South African rural schools. One of the learning areas that were neglected was Arts and Culture mostly in the rural schools. There is, however, overwhelming evidence that the inclusion of Arts and Culture learning area in the school curriculum lacks proper planning and preparation. Educators responsible for this learning area, therefore, experience enormous challenges in the implementation of Arts and Culture, especially in rural schools. This study endeavoured to investigate the prevailing challenges faced by educators in the implementation of Arts and Culture in the rural schools of the Libode Mega-District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of this main research question: What challenges do educators face in implementing Arts and Culture as a learning area in the new curriculum? Other subsidiary questions were also derived from the above main research question. Ten schools from the population of schools in the Libode Mega-District were randomly sampled from which participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were done on the day I collected the questionnaires on all participants. Data collected through the use of questionnaires was analysed using the Statistical Package for Social Science (SPSS). Data collected through interviews was first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between domains. Challenges faced by educators, as per the findings of this study, were; inadequate teacher training, lack of infrastructure, lack of adequate support from other stakeholders and lack of teaching and learning material relating, mostly, to the practical side of this learning area.
- Full Text:
- Date Issued: 2012
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