Challenges on learning and teaching of fraction operations in Grade 6 - a case study in a South African primary school
- Authors: Chetty, Ashnee
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics -- Study and teaching (Early childhood)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15869 , vital:40534
- Description: Literature review indicates that world over, fraction operations in primary school are challenging not only for learners but also for teachers and South Africa is not an exception. There have been studies on challenges of fraction operations, but could not locate any study at a Grade 6 level in East London education district. The purpose of this study was to assess the specific strengths and challenges in the learning and teaching of fraction operations in Grade 6 in one of the schools in this district. The research paradigm for this study was post-positivism which adopted a mixed methods approach, utilising both quantitative and qualitative methods. The population consisted of three teachers and 98 Grade 6 learners in one primary school in East London. The learners were under 18 years and in order to comply with South African ethical regulations involving humans, a letter was sent out to all 98 Grade 6 learners’ parents requesting their consent. Only 59 learners brought back the consent letters signed by a parent or legal guardian and hence, the sample consisted of 59 Grade 6 learners. There were two instruments: a survey questionnaire with 15 items for learners and two interview schedules, one for teachers and another for learners. The time to complete the questionnaire was 45 minutes and the time to complete the interviews was less than 20 minutes for learners and 40 minutes for teachers. As part of a pilot study, the questionnaire was given to six learners in 2017 cohort. Also, the questionnaire was given two colleagues teaching Grade 6 from two different schools. Furthermore, two learners from the 2017 cohort and two colleagues from two different schools were interviewed, respectively, to check the validity of the learners’ and teachers’ interview schedules. Based on the feedback, the instruments were modified for use in 2018. The learners were given the questionnaire to answer first before 10 were selected for interviews. Three teachers, one each from Grades 5, 6 and 7 were interviewed. The quantitative data were analysed to lead to a descriptive data presentation. The qualitative data were analysed thematically. It was revealed that there were similarities and differences in the manner in which teachers teach and the challenges they identified. There were similarities and differences among the responses from the learners. They found certain fraction operations challenging and their strengths were similar as well. The common outline of the learners’ strengths were being able to do like-fractions while, their challenges were on doing unlike-fractions. The teachers too concurred with the learners’ views. The learners got confused because they did not understand fractions as part of a whole. The teachers indicated knowledge of more than one teaching method. The teachers also pointed out how times tables is an essential part of being able to do operations of fractions. This study could be beneficial for teachers, learners, parents and curriculum developers. The curriculum developers need to revisit the time frame, the transition between the grades, and how often the concept of fractions appears throughout every term.
- Full Text:
- Date Issued: 2019
- Authors: Chetty, Ashnee
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics -- Study and teaching (Early childhood)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15869 , vital:40534
- Description: Literature review indicates that world over, fraction operations in primary school are challenging not only for learners but also for teachers and South Africa is not an exception. There have been studies on challenges of fraction operations, but could not locate any study at a Grade 6 level in East London education district. The purpose of this study was to assess the specific strengths and challenges in the learning and teaching of fraction operations in Grade 6 in one of the schools in this district. The research paradigm for this study was post-positivism which adopted a mixed methods approach, utilising both quantitative and qualitative methods. The population consisted of three teachers and 98 Grade 6 learners in one primary school in East London. The learners were under 18 years and in order to comply with South African ethical regulations involving humans, a letter was sent out to all 98 Grade 6 learners’ parents requesting their consent. Only 59 learners brought back the consent letters signed by a parent or legal guardian and hence, the sample consisted of 59 Grade 6 learners. There were two instruments: a survey questionnaire with 15 items for learners and two interview schedules, one for teachers and another for learners. The time to complete the questionnaire was 45 minutes and the time to complete the interviews was less than 20 minutes for learners and 40 minutes for teachers. As part of a pilot study, the questionnaire was given to six learners in 2017 cohort. Also, the questionnaire was given two colleagues teaching Grade 6 from two different schools. Furthermore, two learners from the 2017 cohort and two colleagues from two different schools were interviewed, respectively, to check the validity of the learners’ and teachers’ interview schedules. Based on the feedback, the instruments were modified for use in 2018. The learners were given the questionnaire to answer first before 10 were selected for interviews. Three teachers, one each from Grades 5, 6 and 7 were interviewed. The quantitative data were analysed to lead to a descriptive data presentation. The qualitative data were analysed thematically. It was revealed that there were similarities and differences in the manner in which teachers teach and the challenges they identified. There were similarities and differences among the responses from the learners. They found certain fraction operations challenging and their strengths were similar as well. The common outline of the learners’ strengths were being able to do like-fractions while, their challenges were on doing unlike-fractions. The teachers too concurred with the learners’ views. The learners got confused because they did not understand fractions as part of a whole. The teachers indicated knowledge of more than one teaching method. The teachers also pointed out how times tables is an essential part of being able to do operations of fractions. This study could be beneficial for teachers, learners, parents and curriculum developers. The curriculum developers need to revisit the time frame, the transition between the grades, and how often the concept of fractions appears throughout every term.
- Full Text:
- Date Issued: 2019
Examining educators’ strategies for promoting science learning and science literacy among grade 9 learners in a South African Rural Education District
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Date Issued: 2019
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Date Issued: 2019
Selected stakeholders’ views on the use of tablet computers in learning and teaching – a South African case study at a university
- Fernandez, Simon Christopher
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
- Full Text:
- Date Issued: 2019
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
- Full Text:
- Date Issued: 2019
The effect of guided enquiry-based learning approach on electrical engineering students' recall ability, conceptual understanding, problem solving skills and critical thinking ability in power electronics course at a selected university in South Africa
- Authors: Kumar, Vinod
- Date: 2018
- Subjects: Power electronics Power electronics -- Problems, exercises -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8474 , vital:32836
- Description: Power Electronics (PE) forms the major part of the syllabus for the Industrial Electronics (INDE) course of the National Diploma (ND) programme in Electrical Engineering. This study investigated the effect of Guided Enquiry-Based Learning (GEBL), an Active Learning (AL) approach on Electrical Engineering students’ recall ability, conceptual understanding of PE, problem solving skills and critical thinking ability. The study was carried out at one of the campuses of a selected university in South Africa’s Eastern Cape Province in an attempt to check if GEBL would improve student performances in the above focused areas. The expected population for this research in 2017 was 21, similar to the numbers enrolled in 2016. However, in 2017 the enrollment dropped to 14 and this posed a limitation. Since cancelling the study due to the drop in enrollment would have caused the loss of a research report on PE students, it was decided to continue with it. This was especially so, since no other report on PE within South Africa could be located. The instruments were developed using inputs from subject experts to ensure content validity. Cronbach’s Alpha was used to test the reliability of the instrument. A pilot study was conducted during the previous year with the 2016 PE students and deficiencies in the instruments were rectified. Out of the 14 students in 2017, seven volunteered to be taught using the GEBL approach. All ethical considerations applicable to the study were adhered to. All students from the GEBL group signed the informed consent forms prior to the study. The study adopted a pragmatist paradigm and a mixed method approach. A quasi experimental non-equivalent group post-test only research design was used where both the experimental group and the control group were selected (without random assignment). The post-test only design was selected because of the time constraints with the semester courses. A student-centred GEBL approach was used as an intervention for the experimental group and a teacher-centred traditional approach was used for the control group. Students from both the GEBL and Traditionally Taught Groups (TTGs) were subjected to the same assessments. Quantitative data were collected from two formative assessments and one summative assessment and the qualitative data were collected by interviewing all students from the GEBL group. The collected data were statistically and thematically analysed to determine the extent to which the intervention affected the students’ recall ability, conceptual understanding of PE, problem solving skills and their critical thinking ability. The main conclusions were that when compared to the traditional approach, GEBL was significantly more effective in enhancing recall as well as understanding of PE concepts. However, significant differences were not evident in problem solving and critical thinking. The recommendations are that: students must be encouraged to be more active in the learning process; the shift of strategy from traditional to AL methods such as GEBL must be introduced gradually; and the benefits of GEBL and exposure to it must be popularised in order to develop positive attitudes to GEBL not only among students, but also teaching staff.
- Full Text:
- Date Issued: 2018
- Authors: Kumar, Vinod
- Date: 2018
- Subjects: Power electronics Power electronics -- Problems, exercises -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8474 , vital:32836
- Description: Power Electronics (PE) forms the major part of the syllabus for the Industrial Electronics (INDE) course of the National Diploma (ND) programme in Electrical Engineering. This study investigated the effect of Guided Enquiry-Based Learning (GEBL), an Active Learning (AL) approach on Electrical Engineering students’ recall ability, conceptual understanding of PE, problem solving skills and critical thinking ability. The study was carried out at one of the campuses of a selected university in South Africa’s Eastern Cape Province in an attempt to check if GEBL would improve student performances in the above focused areas. The expected population for this research in 2017 was 21, similar to the numbers enrolled in 2016. However, in 2017 the enrollment dropped to 14 and this posed a limitation. Since cancelling the study due to the drop in enrollment would have caused the loss of a research report on PE students, it was decided to continue with it. This was especially so, since no other report on PE within South Africa could be located. The instruments were developed using inputs from subject experts to ensure content validity. Cronbach’s Alpha was used to test the reliability of the instrument. A pilot study was conducted during the previous year with the 2016 PE students and deficiencies in the instruments were rectified. Out of the 14 students in 2017, seven volunteered to be taught using the GEBL approach. All ethical considerations applicable to the study were adhered to. All students from the GEBL group signed the informed consent forms prior to the study. The study adopted a pragmatist paradigm and a mixed method approach. A quasi experimental non-equivalent group post-test only research design was used where both the experimental group and the control group were selected (without random assignment). The post-test only design was selected because of the time constraints with the semester courses. A student-centred GEBL approach was used as an intervention for the experimental group and a teacher-centred traditional approach was used for the control group. Students from both the GEBL and Traditionally Taught Groups (TTGs) were subjected to the same assessments. Quantitative data were collected from two formative assessments and one summative assessment and the qualitative data were collected by interviewing all students from the GEBL group. The collected data were statistically and thematically analysed to determine the extent to which the intervention affected the students’ recall ability, conceptual understanding of PE, problem solving skills and their critical thinking ability. The main conclusions were that when compared to the traditional approach, GEBL was significantly more effective in enhancing recall as well as understanding of PE concepts. However, significant differences were not evident in problem solving and critical thinking. The recommendations are that: students must be encouraged to be more active in the learning process; the shift of strategy from traditional to AL methods such as GEBL must be introduced gradually; and the benefits of GEBL and exposure to it must be popularised in order to develop positive attitudes to GEBL not only among students, but also teaching staff.
- Full Text:
- Date Issued: 2018
Assessment of the implementation of the National Certificate (Vocational) plant production modules
- Langa, Phakama Perry Macmillan
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Curriculum planning Technical education -- Curricula Vocational education -- Curricula
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2359 , vital:27778
- Description: From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
- Full Text:
- Date Issued: 2016
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Curriculum planning Technical education -- Curricula Vocational education -- Curricula
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2359 , vital:27778
- Description: From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
- Full Text:
- Date Issued: 2016
Challenges in the implementation of technology learning area in the senior phase in some Mthatha schools
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
- Full Text:
- Date Issued: 2013
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
- Full Text:
- Date Issued: 2013
Misconceptions in electrostatics among learners at university entry point: a South African case study
- Muthiraparampil, Susamma Thomas
- Authors: Muthiraparampil, Susamma Thomas
- Date: 2012
- Subjects: Electrostatics -- Learners -- Education (Tertiary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18450 , http://hdl.handle.net/11260/d1007755
- Description: The study explored misconceptions in electrostatics and their origins amongst learners at entry point in a South African University. Available literature showed misconceptions in electrostatics amongst High School learners and confirmed textbooks as one of the sources of misconceptions. It was therefore important to look for misconceptions in electrostatics amongst first year Bachelor of Science (B.Sc 1) learners in physics courses and their origins at the start of the academic year. The study also explored educators' misconceptions in the topic to check whether they could also be a source of learners' misconceptions. The results were intended to give guidance on how to eliminate learners' misconceptions at school rather than carrying them to higher education institutions. The study used the ex-post facto research design and was a case-study. The ex-post facto research design enabled the researcher to investigate whether one or more pre-existing conditions have possibly caused the existing problem of misconceptions. The sample consisted of 198 learners from B.Sc 1 physics course and 28 educators from 15 High Schools in one education district in the Eastern Cape Province of South Africa. The data were collected through questionnaires, analysis of textbooks, and interviews. The Statistical Package for Social Sciences (SPSS) version 17 was used for quantitative analysis whereas categorization and coding were used for qualitative analysis. The study revealed that learners had misconceptions in electrostatics. The origins of misconceptions were traced to educators, textbooks, intuition, daily language and lack of hands-on activities. It emerged from the study that educators also had misconceptions and the cause of their misconceptions were textbooks, websites and gaps in content knowledge. The recommendations from the study were the following: identify preliminary knowledge of learners during introduction of the lesson; introduce the iii constructivist approach to teaching in the teacher training curriculum so that learners at school can be taught using the same approach; frequent upgrading of educators through inservice workshops to reduce educators' misconceptions which, in turn, will help to reduce the misconceptions among learners; introduction of conceptual change textbooks.
- Full Text:
- Date Issued: 2012
- Authors: Muthiraparampil, Susamma Thomas
- Date: 2012
- Subjects: Electrostatics -- Learners -- Education (Tertiary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18450 , http://hdl.handle.net/11260/d1007755
- Description: The study explored misconceptions in electrostatics and their origins amongst learners at entry point in a South African University. Available literature showed misconceptions in electrostatics amongst High School learners and confirmed textbooks as one of the sources of misconceptions. It was therefore important to look for misconceptions in electrostatics amongst first year Bachelor of Science (B.Sc 1) learners in physics courses and their origins at the start of the academic year. The study also explored educators' misconceptions in the topic to check whether they could also be a source of learners' misconceptions. The results were intended to give guidance on how to eliminate learners' misconceptions at school rather than carrying them to higher education institutions. The study used the ex-post facto research design and was a case-study. The ex-post facto research design enabled the researcher to investigate whether one or more pre-existing conditions have possibly caused the existing problem of misconceptions. The sample consisted of 198 learners from B.Sc 1 physics course and 28 educators from 15 High Schools in one education district in the Eastern Cape Province of South Africa. The data were collected through questionnaires, analysis of textbooks, and interviews. The Statistical Package for Social Sciences (SPSS) version 17 was used for quantitative analysis whereas categorization and coding were used for qualitative analysis. The study revealed that learners had misconceptions in electrostatics. The origins of misconceptions were traced to educators, textbooks, intuition, daily language and lack of hands-on activities. It emerged from the study that educators also had misconceptions and the cause of their misconceptions were textbooks, websites and gaps in content knowledge. The recommendations from the study were the following: identify preliminary knowledge of learners during introduction of the lesson; introduce the iii constructivist approach to teaching in the teacher training curriculum so that learners at school can be taught using the same approach; frequent upgrading of educators through inservice workshops to reduce educators' misconceptions which, in turn, will help to reduce the misconceptions among learners; introduction of conceptual change textbooks.
- Full Text:
- Date Issued: 2012
The effect of a guided enquiry based learning approach on mechanical engineering students' understanding of thermodynamics
- Authors: Louw, Christoffel
- Date: 2012
- Subjects: Thermodynamics -- Mechanical engineering -- Students
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18474 , http://hdl.handle.net/11260/d1011523
- Description: Personal experiences of almost 17 years as an academic in engineering education in South Africa indicate that with the current teaching methods which are in use, course outcomes as required by the South African Qualification Authority (SAQA) are not achieved in learning Thermodynamics 2 (MTHE 2). The purpose of this research was to investigate alternative methods of teaching and learning MTHE 2 which would assist to improve the students’ academic performance. The population for this research was students registered for National Diploma Mechanical Engineering and the accessible population was 40 students registered for MTHE 2 from Walter Sisulu University, Chiselhurst campus. Out of these 40 students, 20 voluntarily agreed to be the sample. The theoretical framework for this study was social constructivism. Social constructivism states that learning is an active process and the process of knowledge construction occurs in a socio-cultural context where the student and environment actively interact. The student involves himself/herself and does neither remain nor be allowed to remain just as a passive observer. This was an action research where students were exposed to Guided Enquiry Based Learning (GEBL) in groups. From a social constructivists approach to learning, GEBL was used to engage students in social groups during the teaching-learning process with specific focus on selected academic discipline. All ethical considerations applicable to a study of the present nature were adhered to and in addition, signed informed consent forms were obtained from participants prior to the study. Students were given an introduction to the concepts and principles as per the pre-set syllabus for MTHE 2 and this was followed by problem solving sessions in which they were divided into four groups of five students each. The students were given a guided enquiry- and work-based example with an additional list of questions on each module of the syllabus. They had to select the most relevant questions from the list to analyse and develop a solution for each problem. The lecturers’ role was that of a facilitator who assisted each group with problems which the group encountered. This approach engaged students more actively in the learning process and placed more responsibility on them for their own progress in learning. This process also created an atmosphere for interaction with peers and assisted them to develop interpersonal and group communication skills. Key performance indicators were developed to measure the extent to which these outcomes were achieved. The researcher made use of an instrument structured in terms of Likert-type scale in order to objectively assess the extent of achievement. Data collected from the pilot study done in 2009 indicated that GEBL improved the students’ understanding of course content and problem analysis. Quantitative data were collected by means of standard assessment i.e. semester tests, an oral test, final examination and a KPI instrument. The KPIs were formulated to measure the extent to which the outcomes for MTHE 2 had been achieved. Qualitative data were collected through 30-minute interviews, using an open-ended interview schedule, with each member of the sample. The interviews were done by a person who qualified both as an ‘insider and outsider’ in order to minimize the risk of bias and to maintain rigour in the research. In order to qualify as an ‘insider and outsider’, one ought to be as an insider: (a) from the same ethnic group, (b) qualified in Mechanical Engineering with Thermodynamics as a major course, (c) had no power disposition e.g. a former student or a laboratory assistant (excluding staff members within the mechanical engineering department) and as an outsider, one who was not part of the GEBL process. The quantitative scores from the assessments were analysed with Predictive Analysis Software (PASW) to determine the extent to which interventions had assisted student performance. The qualitative data from the interviews were analysed with N-Vivo to reveal the impact of GEBL on student learning and understanding of MTHE 2. The results indicated that with GEBL, the students’ overall scores improved from the first assessment score of 46% written on half of the first module to the final assessment score of 55% written on all seven modules. Students could handle larger volumes of work and still obtain a higher percentage. GEBL assisted students’ in recalling factual MTHE 2 concepts, understanding of MTHE 2 concepts, principles and applications. GEBL also enhanced students’ ability to communicate procedures and processes related to MTHE 2. KPIs formulated to measure the extent to which the outcomes were met in terms of student achievement indicated a 57% achievement thereof. The KPIs developed gave a percentage achievement of the specified outcomes for MTHE 2 with GEBL. Theses KPIs can be used in future to measure the effectiveness of different teaching and learning methods in terms of achieving the outcomes. It is therefore recommended that GEBL be introduced into other engineering courses also to assist students in understanding course content and in achieving the course outcomes.
- Full Text:
- Date Issued: 2012
- Authors: Louw, Christoffel
- Date: 2012
- Subjects: Thermodynamics -- Mechanical engineering -- Students
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18474 , http://hdl.handle.net/11260/d1011523
- Description: Personal experiences of almost 17 years as an academic in engineering education in South Africa indicate that with the current teaching methods which are in use, course outcomes as required by the South African Qualification Authority (SAQA) are not achieved in learning Thermodynamics 2 (MTHE 2). The purpose of this research was to investigate alternative methods of teaching and learning MTHE 2 which would assist to improve the students’ academic performance. The population for this research was students registered for National Diploma Mechanical Engineering and the accessible population was 40 students registered for MTHE 2 from Walter Sisulu University, Chiselhurst campus. Out of these 40 students, 20 voluntarily agreed to be the sample. The theoretical framework for this study was social constructivism. Social constructivism states that learning is an active process and the process of knowledge construction occurs in a socio-cultural context where the student and environment actively interact. The student involves himself/herself and does neither remain nor be allowed to remain just as a passive observer. This was an action research where students were exposed to Guided Enquiry Based Learning (GEBL) in groups. From a social constructivists approach to learning, GEBL was used to engage students in social groups during the teaching-learning process with specific focus on selected academic discipline. All ethical considerations applicable to a study of the present nature were adhered to and in addition, signed informed consent forms were obtained from participants prior to the study. Students were given an introduction to the concepts and principles as per the pre-set syllabus for MTHE 2 and this was followed by problem solving sessions in which they were divided into four groups of five students each. The students were given a guided enquiry- and work-based example with an additional list of questions on each module of the syllabus. They had to select the most relevant questions from the list to analyse and develop a solution for each problem. The lecturers’ role was that of a facilitator who assisted each group with problems which the group encountered. This approach engaged students more actively in the learning process and placed more responsibility on them for their own progress in learning. This process also created an atmosphere for interaction with peers and assisted them to develop interpersonal and group communication skills. Key performance indicators were developed to measure the extent to which these outcomes were achieved. The researcher made use of an instrument structured in terms of Likert-type scale in order to objectively assess the extent of achievement. Data collected from the pilot study done in 2009 indicated that GEBL improved the students’ understanding of course content and problem analysis. Quantitative data were collected by means of standard assessment i.e. semester tests, an oral test, final examination and a KPI instrument. The KPIs were formulated to measure the extent to which the outcomes for MTHE 2 had been achieved. Qualitative data were collected through 30-minute interviews, using an open-ended interview schedule, with each member of the sample. The interviews were done by a person who qualified both as an ‘insider and outsider’ in order to minimize the risk of bias and to maintain rigour in the research. In order to qualify as an ‘insider and outsider’, one ought to be as an insider: (a) from the same ethnic group, (b) qualified in Mechanical Engineering with Thermodynamics as a major course, (c) had no power disposition e.g. a former student or a laboratory assistant (excluding staff members within the mechanical engineering department) and as an outsider, one who was not part of the GEBL process. The quantitative scores from the assessments were analysed with Predictive Analysis Software (PASW) to determine the extent to which interventions had assisted student performance. The qualitative data from the interviews were analysed with N-Vivo to reveal the impact of GEBL on student learning and understanding of MTHE 2. The results indicated that with GEBL, the students’ overall scores improved from the first assessment score of 46% written on half of the first module to the final assessment score of 55% written on all seven modules. Students could handle larger volumes of work and still obtain a higher percentage. GEBL assisted students’ in recalling factual MTHE 2 concepts, understanding of MTHE 2 concepts, principles and applications. GEBL also enhanced students’ ability to communicate procedures and processes related to MTHE 2. KPIs formulated to measure the extent to which the outcomes were met in terms of student achievement indicated a 57% achievement thereof. The KPIs developed gave a percentage achievement of the specified outcomes for MTHE 2 with GEBL. Theses KPIs can be used in future to measure the effectiveness of different teaching and learning methods in terms of achieving the outcomes. It is therefore recommended that GEBL be introduced into other engineering courses also to assist students in understanding course content and in achieving the course outcomes.
- Full Text:
- Date Issued: 2012
The evaluation of an instructional framework using the Van Hiele levels for learning and teaching geometry: a study in five rural senior secondary schools
- Alex, Jogymol Kalariparampil
- Authors: Alex, Jogymol Kalariparampil
- Date: 2012
- Subjects: Teaching and learning -- Geometry -- Education (Secondary)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18470 , http://hdl.handle.net/11260/d1011278
- Description: The Constitution (1996) of the Republic of South Africa forms the basis for social transformation in our new society. The Constitution (Act 108 of 1996) and the amendments that followed provided a basis for curriculum transformation and development in South Africa. The Department of Education introduced the present curriculum known as the National Curriculum Statement, which is modern and internationally benchmarked, in grade 10 in 2006. It required the learners to do seven subjects in grades 10 to 12 of which mathematics or mathematical literacy was prescribed as compulsory subjects. To attain social transformation, the South African Government attached a great deal of importance to the learning and teaching of mathematics and sciences in the South African schools. This study was undertaken in an effort to improve the understanding of geometry and, consequently, the performance and achievement of senior secondary school learners in geometry. The study was inspired by the van Hiele theory. The study made use of the different levels of the van Hiele theory for the development of an instructional framework for geometry in senior secondary schools. The research was conducted in a previously disadvantaged area in South Africa. Given the setting of this study and the wider application of it, the use of ‘hands-on’ and practical approach to use manipulatives and worksheets to improve the geometric understanding was tried and tested in this study. The assumption was that such experiences would make the learning of geometry more relevant and enjoyable for learners from limited financial and underprivileged circumstances. A quasi-experimental design was chosen. A total of 359 learners from five purposively selected schools in Mthatha district in the Eastern Cape Province participated in this study. Qualitative data through interviews were gathered. The data were analysed using IBM SPSS Version 19 and Microsoft Excel. Findings indicated that there was a notable improvement in the performance of learners who were taught by the application of the van Hiele theory. The results revealed that most of the learners were not ready for the application of deductive principles of geometry in terms of formal proof in senior secondary school geometry. Based on the results, some recommendations are made to enhance the teaching and learning of geometry in senior secondary schools.
- Full Text:
- Date Issued: 2012
- Authors: Alex, Jogymol Kalariparampil
- Date: 2012
- Subjects: Teaching and learning -- Geometry -- Education (Secondary)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18470 , http://hdl.handle.net/11260/d1011278
- Description: The Constitution (1996) of the Republic of South Africa forms the basis for social transformation in our new society. The Constitution (Act 108 of 1996) and the amendments that followed provided a basis for curriculum transformation and development in South Africa. The Department of Education introduced the present curriculum known as the National Curriculum Statement, which is modern and internationally benchmarked, in grade 10 in 2006. It required the learners to do seven subjects in grades 10 to 12 of which mathematics or mathematical literacy was prescribed as compulsory subjects. To attain social transformation, the South African Government attached a great deal of importance to the learning and teaching of mathematics and sciences in the South African schools. This study was undertaken in an effort to improve the understanding of geometry and, consequently, the performance and achievement of senior secondary school learners in geometry. The study was inspired by the van Hiele theory. The study made use of the different levels of the van Hiele theory for the development of an instructional framework for geometry in senior secondary schools. The research was conducted in a previously disadvantaged area in South Africa. Given the setting of this study and the wider application of it, the use of ‘hands-on’ and practical approach to use manipulatives and worksheets to improve the geometric understanding was tried and tested in this study. The assumption was that such experiences would make the learning of geometry more relevant and enjoyable for learners from limited financial and underprivileged circumstances. A quasi-experimental design was chosen. A total of 359 learners from five purposively selected schools in Mthatha district in the Eastern Cape Province participated in this study. Qualitative data through interviews were gathered. The data were analysed using IBM SPSS Version 19 and Microsoft Excel. Findings indicated that there was a notable improvement in the performance of learners who were taught by the application of the van Hiele theory. The results revealed that most of the learners were not ready for the application of deductive principles of geometry in terms of formal proof in senior secondary school geometry. Based on the results, some recommendations are made to enhance the teaching and learning of geometry in senior secondary schools.
- Full Text:
- Date Issued: 2012
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