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
- Full Text:
- Date Issued: 2023-00
- 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
- Full Text:
- Date Issued: 2023-00
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
- Full Text:
- Date Issued: 2021-04
- 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
- Full Text:
- 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
- Full Text:
- Date Issued: 2021-04
- 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
- Full Text:
- Date Issued: 2021-04
Perspectives on the effects of Principal's workload on grade 12 learners' academic performance
- Nontso, Andile, 0009-0007-3329-6812
- Authors: Nontso, Andile, 0009-0007-3329-6812
- Date: 2020-00
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9410 , vital:73524
- Description: The aim of this study was to investigate perspectives on the effects of principals’ workloads on Grade 12 learners’ academic performance in selected schools in the Eastern Cape, South Africa. Principals play the role of administrators and expert overseers of legal, contractual and policy mandate initiatives in schools. Their job descriptions frequently sound overwhelming and have the indispensable role of handling and resolving large and diverse challenges. The study was informed by participatory leadership theory. In this study, a mixed methods approach was used to collect and analyse data. The sample size for the study was 214, comprised of teachers, principals and School Governing Bodies for quantitative data. In addition, 13 participants (principals, School Governing Bodies and Circuit Managers) were used for qualitative data and, therefore, the total sample size for the whole study was 227 participants and respondents. Statistical descriptive, factor and inferential analysis were used to examine the quantitative data while in qualitative data, similar categories were identified and analysed manually. The findings revealed that principals’ added responsibilities, attending unplanned departmental meetings and lack of support from various stakeholders were the work drivers which increased the workload of the principal, thus, contributing to poor Grade 12 learner performances. These resulted to poor teacher supervision, which directly or indirectly led to a lack of effective teaching and poor learner performance at the matric level. This shows that there was no participation by everyone, and it can be argued that there was no participatory leadership. The study recommends, among others, that principals be adequately trained to cope with their workloads and in various other school managerial tasks. In addition, the DoE should design a schedule of meetings for all schools the previous year for the coming year, and not hold those meetings during school hours. Planning meetings in the previous year would limit and completely put to a stop the calling of unplanned departmental meetings. The study further suggests that more personnel should be employed to assist the principal in managing extra duties like school finances, school information systems, teacher unions, school nutrition, overcrowded classrooms, school discipline, school safety, teacher redeployment and teacher rationalisation. The study concludes by suggesting a proposed A. Nontso workload reduction model for the 21st century, which, if adopted would assist reducing principal’s workload. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-00
- Authors: Nontso, Andile, 0009-0007-3329-6812
- Date: 2020-00
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9410 , vital:73524
- Description: The aim of this study was to investigate perspectives on the effects of principals’ workloads on Grade 12 learners’ academic performance in selected schools in the Eastern Cape, South Africa. Principals play the role of administrators and expert overseers of legal, contractual and policy mandate initiatives in schools. Their job descriptions frequently sound overwhelming and have the indispensable role of handling and resolving large and diverse challenges. The study was informed by participatory leadership theory. In this study, a mixed methods approach was used to collect and analyse data. The sample size for the study was 214, comprised of teachers, principals and School Governing Bodies for quantitative data. In addition, 13 participants (principals, School Governing Bodies and Circuit Managers) were used for qualitative data and, therefore, the total sample size for the whole study was 227 participants and respondents. Statistical descriptive, factor and inferential analysis were used to examine the quantitative data while in qualitative data, similar categories were identified and analysed manually. The findings revealed that principals’ added responsibilities, attending unplanned departmental meetings and lack of support from various stakeholders were the work drivers which increased the workload of the principal, thus, contributing to poor Grade 12 learner performances. These resulted to poor teacher supervision, which directly or indirectly led to a lack of effective teaching and poor learner performance at the matric level. This shows that there was no participation by everyone, and it can be argued that there was no participatory leadership. The study recommends, among others, that principals be adequately trained to cope with their workloads and in various other school managerial tasks. In addition, the DoE should design a schedule of meetings for all schools the previous year for the coming year, and not hold those meetings during school hours. Planning meetings in the previous year would limit and completely put to a stop the calling of unplanned departmental meetings. The study further suggests that more personnel should be employed to assist the principal in managing extra duties like school finances, school information systems, teacher unions, school nutrition, overcrowded classrooms, school discipline, school safety, teacher redeployment and teacher rationalisation. The study concludes by suggesting a proposed A. Nontso workload reduction model for the 21st century, which, if adopted would assist reducing principal’s workload. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-00
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
- Full Text:
- Date Issued: 2017-04
- 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
- Full Text:
- Date Issued: 2017-04
- «
- ‹
- 1
- ›
- »