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Challenges experienced in reading and writing English first additional language by learners in rural grade 4 classes at Lusikisiki, in OR Thambo Coastal District

  • Authors: Nomalala, Lundi
  • Date: 2023-03
  • Subjects: Teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/10888 , vital:75322
  • Description: This study sought to explore the challenges experienced in reading and writing English First Additional Language by learners in rural Grade 4 classes at Lusikisiki, in O.R. Tambo Coastal District. There are common reading and writing challenges in English FAL learners in Grade 4 classes. The pragmatism paradigm was employed in this study. A mixed methods approach was used through quantitative and qualitative approaches. I used three research designs, that is, case study, explanatory research and descriptive research design since this study is a mixed method. I sampled 10 primary schools to participate in this research. These were purposively sampled as: 20 Grade 4 English FAL teachers (2 per school) to answer semi-structured interviews close-ended questionnaires, 100 Grade 4 learners (10 learners per school) were also randomly sampled to answer close-ended questionnaires. Classroom observations were used to observe the reading lessons; terms 3 and 4 written work of Grade 4 English FAL learners for data collection was examined. Collected data were analysed by means of Applied Thematic Analysis (ATA) where themes and categories emerged; the Statistical Package for Social Sciences (SPSS) was used where findings were presented in the form of frequency tables (cross-tabulations), histograms and pie charts. Findings from analysed data revealed major reading and writing challenges, such as spelling, punctuation, paragraphs, word recognition, pronunciation, sentence construction and comprehension. The study revealed that these challenges were caused by the following factors: no reading and writing clubs, English is not the mother tongue of learners, teachers rushing the syllabus, overcrowded classrooms, shortage of LTSM, parental involvement being minimal and transition from Foundation Phase to Intermediate Phase. Based on the findings, recommendations were made. These are the reduction of workload for teachers, libraries to be built in schools and communities and integration of teachers and parental support. , Thesis (D.Ed) -- Faculty of Education Sciences, 2023
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  • Date Issued: 2023-03

The Effects of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province

  • Authors: Marange, Israel, Yeukai
  • Date: 2023-00
  • Subjects: teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/10878 , vital:75321
  • Description: In-service teachers’ lack of adequate instructional approaches to effectively teach geometric concepts and poor learner performance in geometry were the major rationale for this study. The preparedness of in-service mathematics teachers cannot be overlooked. The aim of this study was to develop in-service mathematics teachers’ skills for integrating GeoGebra in the teaching of geometry in a multiple case study of secondary schools in Oliver Reginald Tambo Inland district. The researcher employed ICTs in education, GeoGebra as a learning object, and in-service teachers as conceptual framework that undergirded the study. For the theoretical framework, this study utilised the Technological Pedagogical and Content Knowledge (TPACK), Constructivist Learning Theory, and the Teaching Change Frame (TCF). This study focused on the technological components of the TPACK framework, such as Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK. The researcher found that constructivism is consistent with the TPACK framework. The implementation of the TPACK was guided and assessed using the Teaching Change Frame. Regarding the methodology, the study followed the pragmatic paradigm and utilised mixed method research following the concurrent triangulation design. Due to the nature of the study, the quantitative method in this study had dominance over the qualitative method. The study was conducted in schools situated in OR Tambo Inland district in Eastern Cape Province of South Africa. Purposive sampling method was adopted to sample twelve schools, in the ratio of seven urban to five rural schools. The sample consisted of 29 secondary mathematics in-service teachers, 20 from urban schools and nine from rural schools. The TPACK questionnaire, training lesson evaluation form, observation schedule checklist and interview were used to collect data. Reliability and validity were ensured through Cronbach’s Alpha reliability test and a pilot study, whereas data trustworthiness was ensured through qualitative measures including member checking. Findings revealed that the intervention to integrate GeoGebra in geometry teaching impacted positively on in-service teachers with a highly statistically significant and a gain of medium to large effect size on pre- and post-intervention. Thus, the positive impact of using GeoGebra in geometry teaching resulted in significant differences before and after the training of in-service teachers. The findings obtained from the training showed that in-service mathematics teachers developed skills of integrating GeoGebra software in their teaching of geometry. After the training, participants felt that integrating GeoGebra in geometry teaching afforded mathematics teachers the opportunity to use learner-centred approaches, teach geometry with confidence, maintain learners’ attention and alertness in class, and improve learners’ performance. Further, findings obtained from observing participants demonstrating their experience in integrating GeoGebra showed that, not only did in-service teachers’ confidence of using GeoGebra improve significantly, but also their ability to use GeoGebra to set geometry questions. The researcher also observed that integrating GeoGebra when teaching geometry had positive effects on teachers’ understanding of geometric concepts. The findings showed significant difference in participants’ confidence in delivering lessons that can combine technology (T), geometry content (C), and pedagogical (P) knowledge. As a contribution, recent literature has been added to the existing body of knowledge in teacher education related to technology integration studies. Among them is the invention of a new teacher training model called Technology Integration Model for Teaching and Learning. Establishing a GeoGebra institute in teacher training institutions, and engaging Department of Basic Education (DBE) or provincial or district curriculum specialists to train mathematics teachers to integrate GeoGebra were recommended for policy and practice. For further research, the study recommends following-up on trained in-service teachers to track their adoption of GeoGebra in geometry teaching, learner’s performance in geometry, and their perceptions of being taught geometry using GeoGebra. , Thesis (D.Ed) -- Faculty of Education Sciences, 2023
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  • Date Issued: 2023-00

Teacher's perspectives on the implementation of HIV/AIDS policy in OR Tambo Inland Education District: A case study of five selected schools

  • Authors: Tebekana, Jongiwe
  • Date: 2022-11
  • Subjects: Teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/10842 , vital:75288
  • Description: This thesis explored teachers’ perspectives in implementing HIV/AIDS policy in the O. R. Tambo Inland Education District. HIV/AIDS is one of the greatest challenges in the world and is crippling almost every aspect of society (politically, socially, financially, and educationally). In the education sector, it affects teachers, learners, their families, and the communities at large. Governments everywhere, especially Education Ministries, developed policies to combat the pandemic. In South Africa, the National Policy on HIV/AIDS for learners and teachers for public schools and students in Further Education and Training Institutions was published in 1999. The Department of Education also developed guidelines for teachers, to assist them in managing HIV/AIDS issues in Public Schools. Theoretically, this study was informed by the implementation theory of Pressman and Wildavsky (1973) who view policy implementation as a procedure of collaboration between the establishments of objectives, and Elite/Mass theory which implore that the key people in authority, who are considered as the elite group, determine policy without considering its implementation on the ground. This is a qualitative case study based on interpretivism, which strives to comprehend how individuals in everyday settings construct meaning and explain the events of their world. Purposive sampling was employed to identify twelve rich informants (teachers) from five purposively selected primary schools. Data were collected through document analysis, semi-structured interviews, and field notes. Findings reveal that teachers have insufficient knowledge about HIV/AIDS policy which they are expected to implement, they were insufficiently trained, lacked support, and encountered some barriers towards the implementation of HIV/AIDS policy. The study recommends that that professional in-service development programme should be developed by the Department of Basic Education (DBE) for all qualified Life Orientation (LO) teachers since HIV/AIDS is an aspect of the LO subject and DBE should increase school-based support visits by subject specialists to ensure that there is proper monitoring. It further recommends that policy formulators should engage the implementers in policy dissemination through meetings, newsletters, conferences, debates, circulars and networks like cluster and circuit networks to eradicate distortion of crucial policy information for implementation. It is further recommended based on the findings and informed by the two theoretical frameworks of Implementation and Elites/Mass theories, Tebekana Collaborative Policy Formulation, and Implementation model for the benefit of the schools is proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2024
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  • Date Issued: 2022-11

The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province

  • Authors: Seabela, Marcia Motlatso
  • Date: 2021-04
  • Subjects: teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6782 , vital:49059
  • Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
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  • Date Issued: 2021-04

The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province

  • Authors: Seabela, Marcia Motlatso
  • Date: 2021-04
  • Subjects: teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/10593 , vital:75188
  • Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
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  • Date Issued: 2021-04

The effect of academic staff development on lecturer teaching practices at a historically disadvantaged institution: lecturer’ perspectives

  • Authors: Baleni, Zwelijongile Gaylard
  • Date: 2021-00
  • Subjects: Universities and colleges -- Professional staff
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/8021 , vital:59331
  • Description: This study aimed to determine the lecturers’ perspective on the role of Academic Staff Development (ASD) in enhancing and upskilling lecturers' teaching practices and strategies to improve student learning. The study was undertaken at a comprehensive HE Institution in the Eastern Cape province of South Africa. This study was based on the critical theory which advances change, transformation, emancipation, contradiction, alienation and domination, tenets that academic staff development also advocates. Academic development is supported by principles upheld by critical theory, for example, empowerment, transformation and democracy. For this study, the population comprised those lecturers who attended academic staff development workshops as from 2015 to 2017 at the HDI. In line with the Quanti-Quali mixed explanatory sequential approach, I collected quantitative data from academics using questionnaires; followed by interviews to collect qualitative data. The results showed that the majority appreciated academic staff development as a career changing experience as it capacitated them to teach, grounding them in pedagogical content knowledge in addition to their discipline specialisations. Some constraining conditions to the uptake of ASD at the HDI emerged from the study. Due to the privileging of research over teaching, ASD was seen as a waste of their research time. Institutional environment constraints such as huge workloads, constraining departmental cultures; poor timing of ASD workshops, poor institutional communication about ASD activities and lack of monitoring of implementing those skills, were classified as hindrances. Finally, it is clear that lecturers are made, not born. Recommendations are that it must be compulsory for all academics to attend ASD workshops at least bi-annually. ASDs should be planned and conducted in three phases, namely, pre-workshop, workshop and post-workshop phases. , Thesis (Doctoral) -- Faculty of Education Sciences, 2021
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  • Date Issued: 2021-00

Exploring Literacy Challenge Encountered by Senior Phase English First additional language learner a perceived by Teacher in Lusikisiki ub district

  • Authors: Nomlala, Lundi
  • Date: 2020-12
  • Subjects: literacy
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/2797 , vital:42866
  • Description: Thesis (M.Ed) -- Faculty of Education Sciences, 2020 ,
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  • Date Issued: 2020-12

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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  • Date Issued: 2020-12

Geometry Proficiency Of Grade 11 Learners In Alfred Nzo Education District, Eastern Cape Province, South Africa

  • Authors: Qwele, Benedicta Nonstikelelo
  • Date: 2020-11
  • Subjects: Special education--Geometry
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6660 , vital:47201
  • Description: This is a mixed method research study that aims to investigate the Geometry Proficiency of Grade 11 learners in rural senior secondary schools of Mount Frere in Alfred Nzo Education District, in the Eastern Cape, South Africa. The study is oriented in interpretive paradigm and utilizes both quantitative and qualitative methods. The study was conducted in 10 rural senior secondary schools that were selected using convenient sampling technique. The quantitative part employed a survey that consisted of 19 mathematics teachers and total of 162 Grade 11 learners. Out of 10 rural senior secondary schools, three were purposively selected with their three (3) classes, three (3) Mathematics teachers and three (3) Heads of Mathematics and Science Divisions for qualitative part. Questionnaires were administered to 19 Mathematics teachers and 162 learners. Three teachers in three different schools were observed as they taught Grade 11 learners Circle Geometry in their respective classes. Qualitative data through observations, interviews and document analysis were gathered. The study targeted to provide an in-depth understanding of the Geometry Proficiency of the learners in the sample. The quantitative data were analysed using IBM Statistical Package for Social Sciences (SPSS) Version 22. The study found the failure of teachers to instate teaching strategies appropriate for generating acceptable levels of Geometry Proficiency and a myriad of challenges that were experienced by learners. These included inadequate preparation by teachers, lack of learning and teaching support materials, the manner in which Geometry was taught, learners' problem solving skills, absenteeism, illiterate and impoverished parents, and failure to understand the utilitarian value of Geometry. The study recommends that Van Hiele’s levels of Geometric thought as well as the Van Hiele’s phases of learning be implemented in the schools particularly in rural schools. These should be integrated with appropriate teaching strategies and learner teaching support materials, particularly the ones that include practical investigations. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
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  • Date Issued: 2020-11

Impact of Virtual Laboratory Delivery Environment on Grade 11 Learners’ Learning Outcomes in Physical Sciences: A Case of Two Low Performing Schools in OR Tambo Inland

  • Authors: Sincuba, Muthandwa Chinamhora
  • Date: 2020-08
  • Subjects: Physics--Laboratory blanks
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6627 , vital:47172
  • Description: This study sought to evaluate factors affecting the quality of food provided by the school nutrition programme in Mthatha, OR Tambo Inland Education District. This was a qualitative study in the form of case study research design. Two (2) schools were conveniently selected and from these, 2 principals, 2 school nutrition coordinators, 4 food handlers and 10 learners were purposefully selected to form the sample. Thus, 18 participants were selected in total. Interviews were used to collect data. A review of literature demonstrated that the school nutrition programme was valuable and played an important role towards addressing some of challenges prevalent in South Africa due to the history of the country. The literature reviewed also highlighted challenges faced by the school nutrition programme despite its tremendous success. These are some of the findings: the school nutrition programme was successful towards improving learner punctuality and engaging in the classroom. This had the potential to improve learner health overall; however, it was observed that lack of training around food preparation and hygiene could reduce the effectiveness of the programme. The provision for appropriate storage facilities was also noted as an issue that placed the programme at risk. These are some of the recommendations: the government should provide appropriate training and proper storage facilities in schools with nutrition programme; this could contribute meaningfully towards improving the quality of food provided by the school nutrition programme. , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
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  • Date Issued: 2020-08

Causes of Orthographic Errors In English Second Language Essay Writing With Whatsapp Among High School Learners In Mthatha, Oliver Reginald Tambo Inland Education District

  • Authors: Sincuba, Limkani
  • Date: 2020-05
  • Subjects: English language--Writing
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6656 , vital:47203
  • Description: This study aimed at investigating causes of orthographic errors in English Second Language essay writing with WhatsApp among High School learners in Mthatha, Oliver Reginald Tambo Inland Education District. The study was conducted among Grade 10 learners in three high schools. The study used a mixed research method with an interpretive paradigm to explore learners’ orthographic errors. A descriptive research design approach was adopted. The study sample consisted of 180 Grade 10 learners, as participants who were purposely selected from three high schools that offer English Second Language and use it as a language of learning and teaching. Data was collected using narrative essays written by Grade 10 learners after a pilot study was carried out on Grade 10 participants of this study. The written EL2 essays were carefully analysed for WhatsApp orthographic errors, and a few pictures of the essays were taken as examples of the depicted orthographic errors. A questionnaire was also used to find out commonly used social media platforms. Data were analysed manually and presented by the use of frequency tables and graphs. Besides, learners’ responses were categorised into themes. Findings revealed that WhatsApp word cut (WN), grammar errors (GR), word omission (WO), and shortened words, numerals in place of words were used by learners. Another finding was a direct translation (DHE) from mother tongue and words with multiple meanings and formal word meanings with multiple errors. Some of the recommendations resulting from the findings were that WhatsApp language be formally taught, a LEE SINCUBA WhatsApp model was proposed to help share the future of EL2 essays written with less orthographic errors, and a side-by-side LEE WhatsApp DICTIONARY was also proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
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  • Date Issued: 2020-05

Factors affecting the Quality of Food Provided by School Nutrition Programme in Mthatha, OR Tambo Inland Education District

  • Authors: Mjali, Neziwe Nellitia
  • Date: 2019-10
  • Subjects: Nutrition students
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6615 , vital:47164
  • Description: This study sought to evaluate factors affecting the quality of food provided by the school nutrition programme in Mthatha, OR Tambo Inland Education District. This was a qualitative study in the form of case study research design. Two (2) schools were conveniently selected and from these, 2 principals, 2 school nutrition coordinators, 4 food handlers and 10 learners were purposefully selected to form the sample. Thus, 18 participants were selected in total. Interviews were used to collect data. A review of literature demonstrated that the school nutrition programme was valuable and played an important role towards addressing some of challenges prevalent in South Africa due to the history of the country. The literature reviewed also highlighted challenges faced by the school nutrition programme despite its tremendous success. These are some of the findings: the school nutrition programme was successful towards improving learner punctuality and engaging in the classroom. This had the potential to improve learner health overall; however, it was observed that lack of training around food preparation and hygiene could reduce the effectiveness of the programme. The provision for appropriate storage facilities was also noted as an issue that placed the programme at risk. These are some of the recommendations: the government should provide appropriate training and proper storage facilities in schools with nutrition programme; this could contribute meaningfully towards improving the quality of food provided by the school nutrition programme. , Thesis (M.Ed) -- Faculty of Education Sciences, 2019
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  • Date Issued: 2019-10

The Impact of Curriculum Change on Grade 12 Business Studies Learners Academic Performance in the Mthatha District of the Eastern Cape Province, South Africa

  • Authors: Kwasi, Boadzo Robert Mawuli
  • Date: 2019-10
  • Subjects: Curriculum change
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6672 , vital:47205
  • 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. , Thesis (D.Ed) -- Faculty of Education Sciences, 2019
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  • Date Issued: 2019-10

Parents’ and teachers’ perspectives towards teaching and learning of intellectually impaired learners at the Foundation Phase in Mthatha Education Sub-District

  • Authors: Magwenshu, Tulile Angela
  • Date: 2019-09
  • Subjects: Inclusive education
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6604 , vital:47157
  • Description: The purpose of this study was to investigate parents’ and teachers’ perspectives towards the teaching and learning of intellectually impaired learners at Foundation Phase in Mthatha Education Sub-District. This study explored the lived experiences of parents and teachers of intellectually impaired learners in this special school. It determined parents’ and teachers’ understanding of intellectual disability, the challenges they face in working with such children and strategies they use to deal with intellectually challenged learners. The research was limited to one special school in Mthatha, which is the only special school in this sub-district. The study used the qualitative research approach in the form of case study research design. The sample consisted of twelve participants, four parents of learners who are intellectually impaired and eight Foundation Phase teachers in this special school. These are some of the findings: The Education White Paper 6 on building an inclusive education and training is effective even though it is moving slowly. There has been no preparation on how it should be implemented in terms of human and other resources, knowledge and skills on special needs education. The challenges teachers face in teaching learners who are intellectually impaired include: learner-teacher ratio that is not followed, hence overcrowded classes; classroom management; lack of learner support materials; no special curriculum designed for intellectually impaired learners; confining subject matter and teachers not participating in skills development. The mechanism that were suggested to assist learners who are intellectually impaired included: equipping teachers with skills necessary for learning and teaching of intellectually impaired learners, establishing institutional level support teams, making more learning and teaching resources available, providing qualified human resources, mobilizing public support, government understanding impairment and therapists being employed (psychologists, physicians, nurses, doctors and social workers). Some of the recommendations are: conducting workshops on effective coping strategies for teachers, public awareness campaigns in communities about intellectual disability, school governing bodies working with the government to supply the school with adequate learner support materials, proper infrastructure, School Based Support Teams support service, the District taking responsibility for establishing networks that promote effective communication between learners, teachers and parents as well as with non-governmental organizations and welfare, health and justice departments and Supporting teachers on site. , Thesis (M.Ed) -- Faculty of Education Sciences, 2019
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  • Date Issued: 2019-09

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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  • Date Issued: 2019-06

Barriers Inhibiting The Implementation Of Gender Equity And Accessibility Of Female Teachers To Management Positions In Oliver Reginald Tambo Inland District

  • Authors: Mandi, Sisiwe
  • Date: 2019-00
  • Subjects: Gender
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6665 , vital:47200
  • Description: The purpose of the study was to examine the barriers inhibiting the implementation of gender equity and accessibility of female teachers to management positions. This study was conducted in the OR Tambo inland, which is one of the Education Districts in the Eastern Cape Province of South Africa. It should be noted that in terms of intelligence, requisite skills to influence and motivate the workers to accomplish the organisational goals is not linked to gender. It is for this backdrop that motivated me to examine the factors prohibiting and limiting thereof the females from being offered and occupy the management positions in most organisational institutions. This study is aimed to promote a paradigm shift and transformation in overlooking the gender equity by the role-players in the societies and various institutions. Furthermore, the study intends to promote the awareness to stake holders and enactment that the management positions are for everyone who possesses the leadership and management skills. The feminist and social constructivism theories were employed in engaging with the literature reviewed in this research. The survey research design was adopted in this study. A mixed methods research was used to gather and analyse the collected data. Principals, deputy principals and heads of departments were the target population from which the sample was drawn. There were 90 subjects from which data were collected, where 78 were subjected to questionnaires while 12 of them were interviewed. The sample was purposefully selected from 4 high schools that are geographically located in the OR Tambo inland: one from circuit 9, one from circuit 11 and two from circuit 3 schools. The tools used for the gathering of the data were questionnaires, observation and interviews. The analyses of the two data sets were done separately and later put together for discussion. This implies that sequential data analysis was performed. Qualitative data were analysed using content analysis. The quantitative data collected through questionnaire were analysed by using valid percentages, and tables generated by the Statistical Package for Social Sciences (SPSS). The use of SPSS helped me to summarise the collected quantitative data in examining the relationships of variables towards the problem under study. The descriptive and inferential statistics were considered for quantitative data analysis. Upon the completion of the quantitative data analyses, the qualitative data were analysed using content analysis. The findings from this study reveal that the social and cultural stereotypes of female managers; females’ lack of capacity and motivation; male dominance and cultural perceptions/beliefs; union and school governing bodies (SGBs) interference and institutional policies are barriers inhibiting the implementation of gender equity and accessibility of female teachers to management positions. Based on the emerged findings, it is recommended that policy-makers, the administration officers and immediate supervisors encourage the panellists for short-listing and interviews to comply with the legislative that requires the transformation and adherence to gender equity in all recruitment processes and practices. It is also recommended that workshops about the compliance on the implementation of gender equity by the role-players in education sector are widely and often conducted. It is further recommended that through distribution of circulars and school newsletters, conducting of imbizo or the role-players about the adherence to gender equity and constant dialogue with the communities, teacher’ unions, parents and youth in meetings could improve their perceptions and understanding that management positions for employees should be based on efficiency, competence and professional qualification but not on gender perspective. , Thesis (D.Ed) -- Faculty of Education Sciences, 2019
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  • Date Issued: 2019-00

Barriers to Collaborative Culture of Teaching and Learning in Selected High Schools of Libode In O.R. Tambo Coastal Education District

  • Authors: Chenwi, Teh Albert
  • Date: 2018-09
  • Subjects: Physics--Laboratory blanks
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6637 , vital:47177
  • Description: The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District. , Thesis (M.Ed) -- Faculty of Education Sciences, 2018
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  • Date Issued: 2018-09

Perceptions Of School Based Support Teams About Providing Support To Foundation Phase Teachers In Two Butterworth Primary Schools, Eastern Cape

  • Authors: Luningo, Mziwonke
  • Date: 2017-11
  • Subjects: School support teams
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6668 , vital:47202
  • Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
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  • Date Issued: 2017-11

Perceptions of School Based Support Teams about Providing Support to Foundation Phase Teachers in Two Butterworth Primary Schools, Eastern Cape

  • Authors: Luningo, Mziwonke
  • Date: 2017-11
  • Subjects: School Support Teams
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6653 , vital:47204
  • Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
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  • Date Issued: 2017-11

Mediating teaching and learning in Foundation Phase Grade 3 Life Skills classrooms: role and use of learning and teaching support materials

  • Authors: Nqabeni, Pelokazi
  • Date: 2017-04
  • Subjects: teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/9436 , vital:73535
  • Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
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  • Date Issued: 2017-04
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