Browsing by Author "Mtsi, Nomxolisi"

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    Examining educators’ strategies for promoting science learning and science literacy among grade 9 learners in a South African Rural Education District
    (University of Fort Hare, 2019) Mtsi, Nomxolisi; Mammen, K J; Creator e.g. Surname, Name (no title or punctuation)
    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.
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    Implementation of the natural science curriculum in selected rural junior secondary schools in the Cofimvaba District
    (University of Fort Hare, 2015-05) Mtsi, Nomxolisi
    The purpose of the study was to explore how Natural Science (NS) curriculum was implemented in selected rural junior secondary schools in one education district in the Eastern Cape Province of South Africa. Four sub-research questions were set to gather insights on the implementation of the NS curriculum from school principals, NS educators and NS learners in the Cofimvaba education district. A case study design located in the intepretivist paradigm was employed. A qualitative approach was followed in an attempt to seek in-depth understanding of the issue from the point of view of participants. Three conveniently selected rural junior secondary schools participated in the study. Purposive sampling was used to select one school principal, one science teacher and six learners in each of the three selected rural schools. Data were collected using individual interviews with teachers and principals, focus group interviews with learners and observation of science lessons. To analyse data, qualitative content analysis method shall be used. Audio- taped interviews were transcribed and data were coded, sorted and categorised to ensure thematic analysis. The study found that there were challenges related to teacher preparedness in the teaching of NS.