- Title
- The Impact of Curriculum Change on Grade 12 Business Studies Learners Academic Performance in the Mthatha District of the Eastern Cape Province, South Africa
- Creator
- Kwasi, Boadzo Robert Mawuli
- Description
- Curriculum change processes in South Africa have been effected since 1994 after the general elections. This was meant to deconstruct the apartheid education curriculum, which was biased against the black majority. A curriculum change strategy is meant to improve the education system. It is also traditional that teachers form an important component of any curriculum change process. In spite of this, teachers have never played a centre stage in any curriculum change process. This study had the objective of investigating the impact of curriculum change on the academic performance of Grade 12 Business Studies learners in the Mthatha Education district of the Eastern Cape Province. The researcher set out to collect data using stratified random sampling design where a school represented a stratum. Two research instruments were constructed for this study. The two instruments were: a questionnaire and an interview schedule. The participants to the two research instruments were selected by random procedure. A random number table was used to select the participants based on a properly laid down statistical mechanism. Ten high schools constituting of 100 Business Studies learners and ten Business Studies teachers were randomly selected to participate. The data were analysed both quantitatively and qualitatively and later merged for common themes. The key findings were: curriculum change having influence on teachers’ and learners’ academic performance and improved availability of resources for teaching and learning. The findings also revealed factors that drive curriculum change and challenges facing curriculum change. Another key finding was the support by the majority of participants in favour of frequent curriculum reviews, an established positive attitude by teachers towards curriculum change and showing skills and sufficient knowledge in the cause of delivering of lessons. These were not influenced by the respondent’s age group. Finally, it was observed that there was dire need for frequent curriculum reviews and institution of learner-centeredness of classroom activities. The recommendations proffered included: Workshops for the professional development of teachers be on going, considering the inevitable continuous change. This should be boosted by incentives in the form of certificates or cash for workshop attendance. There should also be on-going post-training follow-ups and cluster visits by EDOs and Subject Advisors for guidance purposes: regular feedback helps teachers to effectively apply change because help is immediately available.
- Description
- Thesis (D.Ed) -- Faculty of Education Sciences, 2019
- Date
- 2019-10
- Subject
- Curriculum change
- Type
- Master's/Doctoral theses, text
- Identifier
- http://hdl.handle.net/11260/6672
- Identifier
- vital:47205
- Format
- computer, online resource, application/pdf, 1 online resource (241 leaves), pdf
- Publisher
- Walter Sisulu University, Faculty of Education Sciences
- Language
- English
- Rights
- Faculty of Education Sciences, All Rights Reserved, Open Access
- Hits: 662
- Visitors: 537
- Downloads: 61
Collections
WSU Department of Continuing Professional Teacher Development
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Boadzo Robert Mawuli Kwasi FINAL DEd THESIS GRADUATED October 2019.pdf | 3 MB | Adobe Acrobat PDF | View Details |