Theses and Dissertations

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A study on the parents' perceptions of their involvement in their children's literacy development in the Foundation Phase: A case study of one of King William's Town Primary School.
(University of Fort Hare, 2011-01) Someketa, Ayanda
The purpose of this case study was to investigate the parents' perceptions on their involvement in their children's literacy development. Many studies on parental involvement assert that when parents become involved in their children's literacy development, academic achievement increases, school satisfaction increases, and there is a successful school setting. The study has been conducted in a township school in King William's Town district. The research took the form of a qualitative interpretive case study focusing on a study sample of eight parents and four educators. Data was collected through semi-structured interviews, document analysis and observations. The study examined the hidden issues or underlying causes that prevented parents from supporting their children with literacy activities at home. The findings of the study indicate that parents in King William's Town are not effectively involved in their children acquisition of literacy, for a number of reasons. These include the parents not feeling appropriately empowered to influence the development of their children's literacy development, and shortage of literacy material for some parents like newspapers, magazines, story books and computers. Another important factor is that there is no public library in Zwelitsha.
The academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in Eastern Cape Province
(University of Fort Hare, 2012) Mdyogolo, Winkie;
The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in Eastern Cape Province
(University of Fort Hare, 2012) Mdyogolo, Winkie; Duku, N
The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.,Govan Mbeki Research and Development Centre
Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in the Eastern Cape Province
(University of Fort Hare, 2012) Mdyogolo, Winkie; Duku, N
The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
Accessing learner support services in a distance education context at Unisa adult basic education department
(University of Fort Hare, 2013) Arko-Achemfuor, Akwasi
This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
Accessing learner support services in a distance education context at UNISA Adult Basic Education Department
(University of Fort Hare, 2013) Arko-Achemfuor, Akwasi; Mtose, Xoliswa; Moyo, George
This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
Achievement of ‘assessment of learning’ and ‘assessment for learning’ in physical science and mathematics continuous assessment (CASS) practices in two East London district high schools in the Eastern Cape
(University of Fort Hare, 2013) Cobbinah, Charles
It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape
(University of Fort Hare, 2013) Cobbinah, Charles; Moyo, George
It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
Active learning strategies used by teachers during English reading comprehension lessons in six selected primary schools in Nigeria
(University of Fort Hare, 2018) Adepoju, Adetokunboh Abayomi; Linake, M A; Creator e.g. Surname, Name (no title or punctuation)
Reading is an integral part of education from which one gets access to information. Unfortunately, reading ability among primary school pupils, the foundation level of education, is at its lowest ebb. These pupils when they get to secondary schools eventually fail external examinations-a situation which according to National Examination Council, is caused by inappropriate teaching methods. Consequent upon this, this study assessed active learning strategies used by teacher during English reading comprehension lessons in six selected primary schools in Nigeria. The main research question was: How do teachers employ active learning strategies in teaching English reading comprehension? The study adopted qualitative approach and case study design. With the use of purposive sampling technique to select six head teachers, six primary VI teachers, two members of the School Basic Committee, the Director Local Government Education Authority and six focus groups. The study used interviews, documents and focus group interview as research instruments to collect data. Data were analysed based on interpretivism paradigm which interpreted participants’ views according to the word view of the participants. The study found out that teachers have good knowledge of active learning strategies and use them in teaching English reading comprehension lessons but are faced with some daunting challenges such as non-availability of instructional materials, lack of library, lack of qualified teachers and lack of time. The study concluded that students fail woefully in English reading comprehension because teachers do not use appropriate teaching techniques. The study recommend that teachers must use active learning strategies effectively and more often during English reading comprehension, more time should be allocated for English reading comprehension, effective use of instructional materials should be considered and the government should employ specialist teachers to teach English reading comprehension.
Addressing competence descriptions in the implementation of tourism national curriculum Statement by educators:A case study of Grade 10 in two high schools in Fort Beaufort District.
(University of Fort Hare, 2011) Xalabile, Nombeko Felicitas
The post apartheid Outcomes Based Education OBE introduced in South Africa when the democratic government took over in 1994has attracted a great deal of research and debate. One stand of the contestations focused on implementation challenges faced by educators in schools with regard to their understanding of the terminology in the OBE curriculum and their ability to translate what id expected in practice.
Agriculture vocational education programme and the promotion of job creation skills in the Free State Technical Vocational Education and Training College
(University of Fort Hare, 2017) Thwala, William Mandla; Adu, Emmanuel O; Creator e.g. Surname, Name (no title or punctuation)
The aim of the study was to investigate agriculture educational programme and the promotion of job creation skills in the OFS FET College. The interpretivism paradigm and design approach were adopted in this qualitative research. The sample consisted of three final year students, three facilitators and one coordinator. The non-probability and purposive sampling techniques was used for the qualitative research. The qualitative data was descriptive, and thematically analysed. The study found that there is a big demand for agricultural professional in South Africa but very few are choosing this career. The quality of education in agricultural sector is not where it should be. The demand for skilled people in the sector is growing, while the number of students enrolling in agriculture-related training continues to decrease. Africa’s agricultural education is failing to produce a new wave of farmers. The study found that FET colleges did not train and provide enough skills to students to enhance development in agriculture sectors and therefore make students non-productive at labour market. The study also found that the FET colleges had left a trail of low skills, partially educated and jobless youth behind. The study also found that the curriculum tended to be outmoded, irrelevant to adequately address the challenges facing modern agriculture .The curriculum still focused on farm production rather than encompassing all segments of agricultural value chains, entrepreneurship, and agriculture business processing market. Agriculture forms the basic food security of every country .It contributes a large proportion of gross domestic product in many developing countries and is the source of income and subsistence for many of the poorest and most vulnerable individuals and households.
Agriculture vocational education programme and the promotion of job creation skills in the Free State technical vocational education and training college
(University of Fort Hare, 2019) Thwala, William Mandla; Adu, Emmanuel O; Surname, Firstnames
The aim of the study was to investigate agriculture educational programme and the promotion of job creation skills in the OFS FET College. The interpretivism paradigm and design approach were adopted in this qualitative research. The sample consisted of three final year students, three facilitators and one coordinator. The non-probability and purposive sampling techniques was used for the qualitative research. The qualitative data was descriptive, and thematically analysed. The study found that there is a big demand for agricultural professional in South Africa but very few are choosing this career. The quality of education in agricultural sector is not where it should be. The demand for skilled people in the sector is growing, while the number of students enrolling in agriculture-related training continues to decrease. Africa’s agricultural education is failing to produce a new wave of farmers. The study found that FET colleges did not train and provide enough skills to students to enhance development in agriculture sectors and therefore make students non-productive at labour market. The study also found that the FET colleges had left a trail of low skills, partially educated and jobless youth behind. The study also found that the curriculum tended to be outmoded, irrelevant to adequately address the challenges facing modern agriculture .The curriculum still focused on farm production rather than encompassing all segments of agricultural value chains, entrepreneurship, and agriculture business processing market. Agriculture forms the basic food security of every country .It contributes a large proportion of gross domestic product in many developing countries and is the source of income and subsistence for many of the poorest and most vulnerable individuals and households.
Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
(University of Fort Hare, 2013) Duka-Ntshweni, Nomonde
‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
(University of Fort Hare, 2013) Duka-Ntshweni, Nomonde; Sotuku, N; Duku, N
‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
An assessment of curriculum management practices of an academically well performing school and an academically poorly performing school in the Butterwort district of the Eastern Cape Province
(University of Fort Hare, 2011-01) Ntshwanti, Zandisile Christopher
School performance has been the focus of concern around the world. In South Africa schools are ranked according to the Matric results they produce in the annual league of tables. Why some schools perform well and others poorly, when measured by the learner performance criteria, is a question that has preoccupied researchers in the fields of school effectiveness and school improvement for a long time. Whereas the former research field has developed a model that seeks to explain how schooling input and processes interact to produce learning outcomes, the latter has focused on the process, the black box, of schooling
An assessment of parental involvement and participation in the governnance of Maganise J.S.S. in Libode Mega District: A Case study.
(University of Fort Hare, 2009) Skweyiya, Mirriam Nongwekazi
Before the attainment of democracy in South Africa, formal education was regarded only as the responsibility of the formally trained educators (Hartshorne, 1999). Parental involvement and participation was very limited and in some areas, especially in the black areas, it was non-existent. However through the enactment of the South African School's Act (SASA) no 84 of 1996 a change was observed in the education system of the country. In terms of section 16 (1) of the SASA (1996), parents are provided for to become equal partners in the governance of schools. The Act stipulates that School Governing Bodies (SGB's) should be formed and provided with skills and knowledge that would enable the SGB's to share joint responsibility of school governance with the school management team. Researchers like Clase et al. (2007) have however posited that after the SASA law was passed in 1996, studies that looked at how SGB's, School Management Teams and Department of Education in South Africa work together, have reported tensions between these three organs.
An assessment of the implementation of physical education syllabus in Namibian Primary Phase,Namibia
(University of Fort Hare, 2009-11) Taukeni, Simon
The quality of Physical Education (PE) in the national curriculum has been of great concern in Namibian primary schools since the country's independence in 1990. This study reports on the implementation of PE syllabus in the Lower Primary Phase in the Oshakati circuit of the Oshana region in Namibia. The study adopted a mixed methods approach and used questionnaires, face to face interviews, focus group interviews and document analysis to collect the data.
An assessment of the implementation of technical vocational education of Khami District Secondary Schools in the Bulawayo Metropolital Province in Zimbabwe.
(University of Fort Hare, 2012) Mpofu, Mabhena
This study attempted to identify realistic strategies that are accepted by those in the Jua Kali sector of Kenya's informal economy. The strategies were seen as being relevant, practical and achievable in integrating the sector, or some parts of it, in the formal economy. Special attention was given to export potential as the driving force in socio-economic development. Since Jua Kali enterprises are widely spread throughout an area covering all the more heavily populated regions of Kenya, including many small villages as well as major towns, a comprehensive, nationwide study was out of the question. For this reason, the study was limited to the following areas with known and readily accessible concentrations of Jua Kali entrepreneurs. This included key suburbs of Nairobi and key regional towns like Machakos, Athi River and Mlolongo. The objectives of the study were to establish the problems faced by the informal sector in Kenya, to find out how such problems have affected the relevant artisans, to investigate if the artisans were aware of those problems and what they were doing if anything, to solve the problems they encountered. Finally, the study sought to establish what the other stakeholders were doing to improve the informal sector.
An assessment of the implementation of the national curriculum statement in the history curriculum in Grade 11 in the Fort Beaufort District of Education
(University of Fort Hare, 2011) Zingela, Nombulelo Constance
This study assessed the implementation of the National Curriculum Statement (NCS) in the History curriculum in the Fort Beaufort District of Education in Grade 11. The study arose as a result of the dawn of the democracy, in South Africa in 1994 which necessitated innovations in the education sector. An educational approach known as the Outcomes Based Education (QBE) was introduced in 1998. As such many changes were eventually made in the History classroom (Schoeman & Manyane, 2002). History in a school curriculum is often understandably used by the government education authorities to present and promote a particular world view. History curriculum documents in South Africa have long been under fire for being content-heavy.
An Assessment of the Implications of Including Learning in School Governing Bodies: " A Case Studying of 4 High Schools in the Grahamstown District , Eastern Cape Province"
(University of Fort Hare, 2001-04) Nkwinti, Fundiwe Sylvia Noxolo
The purpose of this research was to assess the implications of including learners in School Governing Bodies. The promulgation of the South African Schools Act (1996) introduced a new model of school governance that had for the first time, learner participants. One of the objectives of this new innovation was to foster 'tolerance, rationale discussi9n and collective decision making' (Hunter Commission Report 1996: 15). It was hoped that this would bring about the required rehabilitation of schools (Education White Paper I 1995:68). The introduction of the stakeholder participation paradigm in decision making was a radical shift from the norm. It became critical to examine its implications for both the system and especially, learners, who have never been exposed to school governance. One had to establish whether learners were making any meaningful contribution to these School Governing Bodies. The research also endeavoured to explore the 'fit' between policy imperatives and the actual practice on the ground.

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