Theses and Dissertations

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The relationship between class size and learner academic achievement in Grade 12 classes: a comparison between urban and rural schools in the King William's Town education district
(University of Fort Hare, 2015-04-01) Rusi, Lazola Nkosinathi; Nkonki, V.
This project addresses the relationship of class size and learner academic achievement in Grade 12 classes. In addition, it makes a comparison of learner academic achievement between urban and rural schools in King Williams Town Education District. The research presents findings from a period of five years were class size and learner academic achievement was assessed from 2009 to 2013. The research focus is on the extent that learners from schools that maintained large and small classes differed in academic achievement. The primary goal of this research study was to determine if small classes resulted in improved student achievement compared to those students in larger classes. Moreover, the study sought to determine if the location where the school is located has an impact on the level of academic achievement of a learner. The results of the study indicated a negative relationship between class size and learner academic achievement. The effect of class size on learner academic achievement was weak as compared to the location of the schools. Location of the school was found to have a strong effect on the learners' academic achievement.
Practices of School Management Teams in managing learner attendance: A case of three rural high schools in the King Williams Town Education District
(University of Fort Hare, 2015-01) Botha, Thozamile Alfred; Mavuso, M.P.
The aim of this study was to investigate the practices of School Management Teams (SMTs) in managing learner attendance in three rural high schools in King Williams Town District of Education. A qualitative research approach through a case study design was used and a sample of 12 participants was purposively drawn from the three selected high schools. Semi-structured interviews (face-to-face and focus group), documentary analysis and semi structured questionnaire were used to collect data. The results of the study indicated that there is a problem of learner non-attendance in the three rural high schools. The data showed that socio-economic factors such as poverty, lack of parental involvement, and distance learners have to travel to school were causes of learner non-attendance. It emerged from the data that in most cases, SMTs had no clear strategy of managing learner attendance in schools as in some cases learner would slip out of school without being noticed. SMT members did not seem to be proactive in dealing with issues of learner attendance and the principals were regarded as the only persons who should deal with learners who transgressed national learner attendance policy. SMTs seemed to rely on the School Nutrition Programme (SNP) as a way of combating absenteeism in schools. The issue of dealing with problems related to causes of learner absenteeism was regarded as the responsibility of the Life Orientation teacher. The data also revealed that SMTs focused on control rather than devising strategies to combat learner attendance and this was manifested by the regular marking of class registers. However, there were no indications that the information obtained from the marking of class registers helped the SMTs to effectively manage learner attendance.
An assessment of the implementation of gender equality policies : a case study of four secondary schools in Mthatha education district
(University of Fort Hare, 2015-06) Mbixane, Thozamile Alfred; Rembe, S.
This study assessed the implementation of gender equality policies in four Mthatha district high schools in South Africa. Qualitative methods were used for data collection. purposes, specifically interviews, because these enabled the researcher to collect detailed, authentic information about what goes on in schools. These were therefore the best methods for this study which seeks to assess the implementation of gender equality policies in Mthatha district high schools. Purposive sampling was used to select 5 departmental officials, 12 teachers and 16 learners from 2 clusters in the district. The study findings showed that even though attempts had been made to deal with gender inequality in education, there were still a number of challenges faced by learners in their respective schools. As instance, two of the common challenges faced were that learners were discriminated against based on their sex, and · certain teachers still failed to use gender sensitive material in teaching and learning. The reason for the failure to make progress appears to be the lack of adequate training workshop, seminars and professional development courses that would help educators to become more aware of gender issues in the classroom. It was also established that the Department of Education does not monitor how gender equality policies are implemented nor are these policies properly implemented in the schools. Improper implementation of gender equality policies has led to the following: (1) Girls not being treated in the same way as boys in schools, (2) teachers showing a bias towards either boys or girls, (3) failure to take strict measures to deal with sexual harassment and sexual abuse in schools.
The educator's right to dignity: An examination from the perspective of education lawand school-based practice
(University of Fort Hare, 2010-01) Rich, Johan Daniel; Adendorff, M.; Alston, K.
The right to human dignity is enshrined in Section 10 of the Constitution of South Africa Act 108 of 1996, but, educators' rights, particularly the right to dignity, have seldom been mentioned in the literature compared to the attention given to learners' and parents' rights. Most people, including educators, often lack understanding of, and fail to exercise their rights legitimately because of ignorance. This study examined how the professional educator's right to dignity is, and should be, interpreted and applied using a theoretical and legal analysis, and a field study involving structured interviews with 19 educators from 5 schools. A relatively recent, but prominent aspect of human Rights discourse, dignity features in Jewish, Christian and Muslim thought and overlaps with African notions of ubuntu and Africanisation. The study clarifies how religions and culture support and sometimes threaten educators' obligations and right to dignity.
An investigation into the factors that influence the Grade 1 educators' implementation of the Language-in-Education-Policy: A case study of two rural primary schools in the King William's Town Education District
(University of Fort Hare, 2010-01) Bobo-Gqibithole, Thobeka Thelma; Duku, N.
The aim of this study was to investigate the factors that influence the Grade 1 educators' implementation of the Language-in-Education Policy. This study adopted a qualitative research methodology and a case study design; the data collection instruments used were the participant observation, semi-structured interviews and document analysis. Purposive sampling of the SGBs and parents of Grade 1 learners, principals, HODs and Grade 1 educators was carried out: these aspects are articulated, together with those of ethical considerations such confidentiality of respondents, negotiating access to the research sites and the validity of the measurements, in chapter three. The findings in chapter 4 revealed, inter alia that the educators of both schools lacked a clear understanding of the LiEP; and that the SGBs seemed to be unfamiliar about their role in policy formulation, which is the starting point of policy implementation. The discussion of these findings and recommendations in chapter 5 has led to the listing of these and other recommendations in order to enhance effective implementation of the LiEP in schools: orientation of the SGBs in their duties; continual running of workshops on the implementation of the LiEP for the schools, and; the provision of more resources to cater for the languages of choice.
An Investigation into the Social Experiences of Dropouts following their Reenrolment in Secondary Schools in Stutterheim District: Implications for School Leadership
(University of Fort Hare, 2009-12) Jakuja, Daniwe P.; Brown, B.A.
This chapter has a presentation of the background and rationale of the study. In addition, the chapter outlines the research problem and question, purpose of the research, and the paradigmatic perspective. The key concepts have also been defined and a delimitation of the study explained. These aspects together constitute the formulation of the research problem. The chapter ends with a brief summary. The background to the study is first outlined below.
Students’ perceived experiences of a flipped classroom at a traditional South African university in comparison to the traditional classroom
(University of Fort Hare, 2019) Cilliers, Liezel; Pylman, J; Drake, Melanie; Creator e.g. Surname, Name (no title or punctuation)
The purpose of this study was to explore students’ perceived experiences of flipped classrooms at a traditional South African university in comparison to the traditional classroom. Universities across the world are confronted with a variety of problems. One of these challenges include the massification of higher education as more students now have access to universities resulting in larger class sizes and lower through put rates. Universities have traditionally made use of the face-to-face model of lectures and tutorials as a passive mode of course instruction and delivery. However, due to the massification of higher education, it has become very difficult for lecturers to communicate and collaborate with students. One of the ways that lecturers have attempted to overcome the problem of massification is to make use of technology to increase the delivery of course content. When lectures are made available online while the traditional class time is used to build conceptual understanding and cognitive skills among students, the approach is known as ‘flipping’ the classroom. Several studies have shown that this type of active classroom approach can perform better than traditional lectures when learning outcomes are compared. There is also a very limited body of knowledge available regarding students’ perceived experiences of flipped classrooms at traditional South African universities. The theoretical frameworks guiding this study are the Activity Theory and Constructivism, whilst a pragmatic paradigm was employed. The flipped classroom was used in one course of the Management and Commerce Faculty at a traditional university in South Africa. The study was divided into three cycles: The first cycle involved 4 weeks of traditional lectures, the second cycle of 4 weeks introduced blended learning into the course, while the third cycle of 4 weeks changed the content delivery method to a flipped classroom. At the end of each cycle a formal evaluation through focus groups interviews (with 10 students per cycle) and a questionnaire (that was administered to the class) was conducted to inform the next cycle. Throughout the research process, the researcher also kept detailed field notes to as an account of the planning, execution and reflection for each class. The researcher also observed the behavior of the students during the various research cycles to provide a ‘snapshot’ of the classes. The results of the study suggest that students prefer the use of the flipped classroom is it enables them to communicate with their peers and the lecturer, and providing them with opportunities to better understand learning content through discussions and reasoning, rather than the means of receiving information. Barriers that were identified included difficulty with learning strategies and technical assistance when students needed assistance. However, students were positive about both the use of the flipped classroom as opposed to the use of the traditional classroom.
Political education as a determinant of university students’ political participation in the Eastern Cape, South Africa
(University of Fort Hare, 2019) Badaru, Kazeem Ajasa; Adu, E O; Creator e.g. Surname, Name (no title or punctuation)
Globally, there is a downward trend in youths’ political interest and participation in the learning of political education in their school curricula as a measure to combat the apparent dangers posed by the declining young citizens’ participation in the political processes.This study therefore investigated political education as a determinant of university students’ political participation in the Province of the Eastern Cape, South Africa. The study employed a mixed methods design. Using the probability sampling technique, a sample of 375 participants was randomly selected from one university in the Eastern Cape Province while semi-structured interviews were conducted among five (5) purposively selected members of the same university’s Student Representative Council (SRC) executive committee. Simple descriptive statistics such as frequency counts and percentages were used to summarize all categories of variables; while Pearson correlation statistics, Chi-square and Ordinary least square regression were used to examine the relationship between dependent and independent variables at a 95percent confidence interval. Alpha values less than 0.05 were considered to be statistically significant. Thematic content analysis was performed on the qualitative data. The quantitative analysis revealed that students’ level of political awareness was high; 98.1percent of them were aware of their rights to vote and be voted for. Students’ political judgment was positively correlated with participation in campus (r =0.182) and national politics (r = 0.030) respectively. Most of the students agreed to take part in the 2018 SRC (78.8percent) and 2019 national elections (77.9percent) respectively. Political interest was significantly correlated with participation in campus (r = 0.375) and national politics (r =0. 404). The findings from the multivariate analysis showed that political interest (<0.001), parents’ political involvement (<0.001) and year of study (<0.001) were the significant determinants of students’ participation in politics. The qualitative findings also showed that there was a positive relationship between political education and students’ participation in politics. Since political interest and family are element and agent of political education respectively, it is concluded that political education is to a large extent a determinant of university students’ political participation. It is recommended that the universities, the Department of Higher Education and Training (DHET) and other stakeholders should do a thorough review of the university education curricula and programmes to ensure that political education is adequately accommodated and taken care of in a way that would increase students’ interest, awareness and participation in politics. When this is amply done, students’ cognitive skills and capacities would be enhanced to increase their participation in the political processes in South Africa.
Challenges on learning and teaching of fraction operations in Grade 6 - a case study in a South African primary school
(University of Fort Hare, 2019) Chetty, Ashnee; Mammen, K J; Creator e.g. Surname, Name (no title or punctuation)
Literature review indicates that world over, fraction operations in primary school are challenging not only for learners but also for teachers and South Africa is not an exception. There have been studies on challenges of fraction operations, but could not locate any study at a Grade 6 level in East London education district. The purpose of this study was to assess the specific strengths and challenges in the learning and teaching of fraction operations in Grade 6 in one of the schools in this district. The research paradigm for this study was post-positivism which adopted a mixed methods approach, utilising both quantitative and qualitative methods. The population consisted of three teachers and 98 Grade 6 learners in one primary school in East London. The learners were under 18 years and in order to comply with South African ethical regulations involving humans, a letter was sent out to all 98 Grade 6 learners’ parents requesting their consent. Only 59 learners brought back the consent letters signed by a parent or legal guardian and hence, the sample consisted of 59 Grade 6 learners. There were two instruments: a survey questionnaire with 15 items for learners and two interview schedules, one for teachers and another for learners. The time to complete the questionnaire was 45 minutes and the time to complete the interviews was less than 20 minutes for learners and 40 minutes for teachers. As part of a pilot study, the questionnaire was given to six learners in 2017 cohort. Also, the questionnaire was given two colleagues teaching Grade 6 from two different schools. Furthermore, two learners from the 2017 cohort and two colleagues from two different schools were interviewed, respectively, to check the validity of the learners’ and teachers’ interview schedules. Based on the feedback, the instruments were modified for use in 2018. The learners were given the questionnaire to answer first before 10 were selected for interviews. Three teachers, one each from Grades 5, 6 and 7 were interviewed. The quantitative data were analysed to lead to a descriptive data presentation. The qualitative data were analysed thematically. It was revealed that there were similarities and differences in the manner in which teachers teach and the challenges they identified. There were similarities and differences among the responses from the learners. They found certain fraction operations challenging and their strengths were similar as well. The common outline of the learners’ strengths were being able to do like-fractions while, their challenges were on doing unlike-fractions. The teachers too concurred with the learners’ views. The learners got confused because they did not understand fractions as part of a whole. The teachers indicated knowledge of more than one teaching method. The teachers also pointed out how times tables is an essential part of being able to do operations of fractions. This study could be beneficial for teachers, learners, parents and curriculum developers. The curriculum developers need to revisit the time frame, the transition between the grades, and how often the concept of fractions appears throughout every term.
Effects of frequent changes in curriculum on effective teaching and learning for creating safe, caring and child-friendly schools : a South African case study
(University of Fort Hare, 2016) Makwarela, Mawela Convince; Mammen, KJ; Adu, EO; Creator e.g. Surname, Name (no title or punctuation)
South Africa‟s government strategy for Child Protection Programmes is the pre-requisite that plans to articulate its work on school learner protection as a distinct area of programmatic intervention. Hence, this study explores an assessment of the implementation of DoE and UNICEF guidelines for creating safe, caring and child-friendly schools. A sequential mixed method approach was used in this study; both questionnaires and interviews were used. The design allows using both quantitative and qualitative data collection methods to elicit implicit and explicit information from the same case through pattern-matching; a technique linking several pieces when a holistic and in-depth investigation is required. The sample of the study consisted of 24 school principals, 24 HoDs, 24 SGB members, 24 educators, 24 educators‟ union members and 24 learners who were conveniently selected from 24 secondary schools across Vhembe District. Survey data were obtained from school principals, HoDs, SGB members, educators, educators‟ union members and learners regarding the ways and degree to which participants are involved in school incidents, decision-making processes, and their own experiences regarding safe, caring and child-friendly schools. In terms of data analysis, validation indicates concurrent and construct validity obtained by combining participant‟s responses from interviews and self-report questionnaires based on experiences of incidents from their schools. Statistically significant results point the way to validating the approaches taken as best practices. The findings reveals among others that the factors contributing to learner aggression include family factors, environmental factors and school-related factors, whilst the most common forms of learner incidents in schools are verbal violence, physical violence and bullying. The results also indicate that a safe school climate is not enough for learners to speak freely and report unwanted sexual experiences. The study concludes with the role that the school, parents and the Department of Education can play in addressing learner problems in schools.
Implementation of gender equality policies to enhance female leadership in Zimbabwean universities : towards a comprehensive framework
(University of Fort Hare, 2016) Chitsamatanga, Bellita Banda; Rembe, S; Creator e.g. Surname, Name (no title or punctuation)
This study critically examined the implementation of gender equality policies to enhance female leadership in Zimbabwean universities. Three theoretical frameworks were adopted for this study which were: The feminist critical policy analysis, top-down and bottom-up policy implementation theories. Within this study an interpretive paradigm which aligned with the qualitative approach and the case study design to better understand the phenomena were adopted. The study covered two state universities in Zimbabwe which were purposively selected. The participants who comprised Pro Vice Chancellors, Deputy Registrars Human Resources, Faculty Deans, Director of Gender Schools, Senior Administrative Registrars, Chairpersons of Departments and males and female academics were also purposively selected. Semi structured interviews, focus group discussion and document analysis were used as data collection instruments. Data were analysed using content analysis and the emerging results were organised into different themes reflective of the participant’s responses. The findings of the study presuppose that the state universities Zimbabwe were implementing gender sensitive organisational culture through open door policy and this promoted transformational leadership in both universities. The study revealed that both universities consulted internal and external gender experts and top-down and bottom-up consultations were made during policy formulation. It was discovered from the study that both universities had also utilised gender mainstreaming and affirmative action as strategies for promoting female leadership and gender equality. Despite teaching and learning, community engagement, research, recruitment and promotions which were used to promote the gender agenda, there were indications that these were being implemented in a haphazard manner. This adversely influenced active participation of females in decision making processes. The collected data also showed that both universities had enacted gender structures which were in line with international, regional and national gender policies and conventions and were being used to irradiate the importance of having gender parity in top positions. The findings of the study further illuminated that monitoring and evaluation of the gender equality policy and programs in place to advance females to leadership positions had not been done, leading to major impediments to achievement of gender balance. There also emerged a number of challenges which were uniform in both universities namely; lack of gender knowledge; commitment, lack of gender training and workshops, lack of consultation using bottom-up approach, gender budgeting and inadequate resources. Though the above mentioned were identified as encumbering features in both universities there was a substantiation of pockets of good practices. These were; implementation of gender equality policy, involvement of internal and external gender experts to policy formulation; promotion of shared power and authentic leadership through transparent selection of chairperson of departments; gender workshop and training; staff development programmes; enactment of gender structures, enhanced community engagement and liaison with NGOs to promote gender agenda at all levels. Regardless of the number of hurdles that indicate that universities continue to be fraught with challenges in promoting female leadership, the pockets of good practices are evidence that both universities are making positive strides through the implementation of gender equality policies to enhance female leadership. Therefore, to benchmark changes in universities, the study recommends that transformational leadership must permeate in all university structures to promote an organisational culture that is gender sensitive. There must be adequate resources, gender training and workshops; focal persons and points; commitment and political will, gender experts from governmental to ministerial levels and satellite gender structures. Monitoring and evaluation should be carried out in both universities and this should be guided by a framework so as to assist universities to tap into female empowerment and gender equality that will promote the interests of both genders, while retaining the quality and excellence in universities. Lastly, the findings of the study and the extant literature are indicative that enhancement of female leadership in universities is currently affected by a number of challenges. Therefore, as part of redress, the researcher recommends a comprehensive framework which illuminates pockets of good practices in implementing gender equality policies to enhance female leadership in universities.
Pre-service education students’ application of visualisation strategies to solve mathematical word-problems
(University of Fort Hare, 2018) Shaw , Peter; Drake , Melanie; Surname, Firstnames
This classroom-based action research dissertation examined visualisation strategies used by pre-service Intermediate Phase PGCE education students to solve mathematical word-problems. The setting was an Eastern Cape university. Previous literature indicated a positive correlation between the use of visual scaffolds and success in solving word problems. However, a gap was found insofar as little research had been published on the application of visualisation to word-problems by student teachers in South Africa. This thesis advances our understanding of the role visualisation may play in assisting student teachers to solve word-problems. The theoretic framework was informed by Bruner’s theory of learning. The research was grounded in the hermeneutic tradition. An interpretivist research paradigm was expedited by using an inductive, naturalistic perspective and relativist ontology. Thirtyeight student-teachers participated in the study. Parallel and convergent qualitative and quantitative data gathering instruments were used, thereby facilitating triangulation and examination for microgenesis. It was found that vestiges of past teaching practices initially limited the participants’ knowledge to a deeply-flawed, banking model of routines and an instrumental perception of mathematics. Disruptive calls for social justice impeded progress. Albeit visualisation strategies liberated understanding, many foundational concepts and skills had to be reconstructed. The confluence of time and rehearsal culminated in some measure of expertise. Sustained effort enabled new knowledge to be compressed and consigned to long-term memory. Salient visual representations assisted participants to conceptualise relational mathematical metaconcepts and reduced the cognitive demands imposed by word-problems but that achievement was a hard-won prize.
Factors affecting grade 6 learners’ performance in mathematics in the East London Education District
(University of Fort Hare, 2019) Kwateng, Jesse; Adu, Emmanuel O; Surname, Firstnames
Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and fortyfive (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
Utilisation of Teaching and Learning Centres in State Universities in Zimbabwe: implications for teaching and learning
(University of Fort Hare, 2019) Machingura, Viola; Mavuso, M P; Surname, Firstnames; Mavuso , M P
The purpose of this research was to examine the utilisation of Teaching and Learning Centres (TLC) in state universities in Zimbabwe and the role they are playing in the improvement of teaching and learning in the institutions of higher learning. The social constructivist paradigm was found most appropriate for this study and was the lens by which reality was examined. The study used the qualitative approach and case study design to examine the issue under study. The purposive sampling technique was used to select participants who were rich informants for the study and these included Pro Vice Chancellors, Directors of Teaching and Learning Centres, Deans, lecturers and students. Data were collected through face to face interviews and focus group discussions that were triangulated by analysis of institutional records. The study was also guided by the theoretical lenses of the Social Practice Theory and the Concerns Based Adoption Model that provided the framework for the investigation. The study employed the Tech‘s qualitative model of data analysis that led to the findings being grouped into five major themes. The study established that Teaching and Learning Centres were not being fully utilised, thus were not helping to improve teaching and learning in a meaningful way in state universities in Zimbabwe. Possible reasons for this were the fact that the unit was not fully understood and different players at different levels in groups and as individuals had varied interpretations of what the TLCs were and what their role in the university was supposed to be. This lack of understanding and the absence of a shared understanding of what TLCs are and what they stand for, coupled with other factors such as the freeze on recruitment on staff in state universities and the assumed superiority of research over teaching for tenure and viii promotion, led to the poor positioning and poor staffing of TLCs leading to their poor utilisation in state universities. Each of the staff levels also had concerns about the utilisation of the TLC that made them reluctant to utilise it. The absence of top management support for the TLC, and the perceived superiority of research over teaching again led to poor utilisation of the unit. The study recommends the hosting of symposia between and among state universities for the dissemination of knowledge and information on what the TLC is and what its role should be. Internal consultations by individual state universities on the functions, staffing and positioning of the TLC and exposure for the TLC staff to established units to raise their knowledge and information levels and confidence is encouraged. Removal of the freeze on recruitment of staff so that TLCs can be better positioned and staffed and review of ZIMCHE guidelines to align teaching, research and university service for tenure and promotion would also help. Acquisition of cutting edge technology for teaching and learning and top management to listen to individual and group concerns and act on those that impede on TLC utilisation is a must.
Errors and misconceptions of grade 6 learners in common fractions: a case study of two primary schools in the Queenstown education district
(University of Fort Hare, 2017) Libazi, Babini Precious; Thomas, Chacko; Creator e.g. Surname, Name (no title or punctuation)
The objective of this study was to investigate and explore the errors and misconceptions associated with the concept of fractions which are displayed by Grade 6 learners in two primary schools in the Queenstown Education District of the Eastern Cape Province. The research was done specifically to identify errors and misconceptions made by these learners in the addition and subtraction of common and mixed fractions. The study further tried to establish the causes of these errors and misconceptions. The research explored whether Cognitively Guided Instruction (CGI) can assist in the improvement or reduction of these errors and misconceptions. The study was conducted at Mlungisi and Xhalanga primary schools (pseudo – names) of the Queenstown Education District in the Eastern Cape Province. This was a mixed method research design, where 100 learners from two purposively identified primary schools were selected and subjected to a pre-test. From the 100 learners, 10 purposively selected learners were identified for interviews. The learners were also subjected to direct observations and documents (such as the Caps document, ANA examination papers, learners’ home and classwork books, November/December Grades 5 and 6 mark sheets and schedules, etc.) which were analysed and a post-test was administered. Two mathematics teachers teaching at the two primary schools were interviewed. Triangulation was used for data analysis. A Cognitively Guided Instruction was used to investigate whether the errors and misconceptions can be reduced or improved. The findings of the study were that learners do make errors when learning common fractions and that the types of errors were careless mistakes, conceptual errors, procedural errors and application errors which were identified and discussed in the study. The study further established that the Cognitively Guided Instruction approach recommended by the Curriculum and Assessment Policy Statement (CAPS) can be used to develop the learners’ conceptual understanding of common fractions. The CGI approach advocates the use of concrete materials for conceptual learning to take place. The findings of the study confirmed well documented research on the learners’ difficulties when dealing with fractions.
Implementation of visual arts education in one technical and vocational education and training college in the Eastern Cape : the voices of lecturers and students
(University of Fort Hare, 2017) Dayimani, Mbulelo; Mavuso, M P; Caga; Creator e.g. Surname, Name (no title or punctuation)
It can be observed that students actively participate in the learning process of education in our country, and the curriculum gives expression to the knowledge, skills and values worth learning in South African schools and institutions. However, Technical and Vocational Education Training (TVET) Colleges still continue using traditional learning methods, in which the teacher is in the centre, devoid of artistic culture, and practical work. These implementation methods and techniques have been identified as less motivating for students especially for those with no background in Visual Arts (VA) in high school. The aim of this study therefore was to investigate the views of students and lecturers on the implementation of Visual Arts Education (VAE) in the TVET Colleges in the Eastern Cape. This study was premised from a qualitative research approach and therefore interpretivist paradigm was relevant in assisting the researcher making sense of the data gathered. Face-to-face interviews were used to collect the data from five lecturers and fifteen students in N4 level. The interviews were tape-recorded. The research showed that Visual Arts Education can be an engine that drives creativity and innovation in schools, higher Education institution and all tertiary level settings. It is also reasoned that the visual arts, as with other creative arts disciplines, will not become important and necessary engines for change in education without a determination to critically review its implementation starting with how VAE policies are used in the TVET Colleges. It also emerged from the study that the policies that are available for VAE in the College relate to syllabus as well as assessment and enrolment procedures. The syllabus was found by the lecturers to be inappropriate and less motivating for the students. Also the assessment procedure was revealed to be done according to both practical and theoretical components based on task, test, and practical moderation. However, the practical component was based on seventy five percent and the theory on twenty five percent thereby disadvantaging learners who do not have the theoretical background of the VAE. The study therefore recommends that policies that are used in TVET Colleges for VAE need to be revised, re-applied and implemented so as to cater for the needs of lecturers and students pursuing a career in Visual Arts or VAE.
Learning styles, availability, and utilization of instructional materials as correlates of grade 6 learners’ mathematics performance in Buffalo city
(University of Fort Hare, 2020) Adu, Kemi Olajumoke; Pylman, N J; Surname, Firstnames
Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that Mathematics is expected to help in accelerating social, economic and technological progress of any society. Performance of this subject is very important and there are different types of learners; such auditory, visual, and kinesthetic. Auditory learners appreciate listening to the teachers and sit down close to the teachers in class. Visual learners like to see things physically during teaching. They learn by materials like charts, graphs, and pictures. Kinesthetic learners learn by doing. Students can prefer one, two, or three learning styles; all these are subject to the availability of instructional materials. The Primary school level is very important in any educational system and any lack at this level would permeate to other levels of the educational system. Hence, this thesis examines the Learning Styles, Availability, and Utilization of Instructional Materials as Correlates of Grade 6 Learners’ Mathematics Performance in Buffalo City. The study adopted the positivist paradigm and employed the quantitative approach in investigating the phenomenon. The thesis made use of correlational research design as it attempted to find out the effects of learning styles and instructional materials on learners’ performance in Mathematics. Stratified sampling was used to select participants. Stratified sampling is a process of dividing the sample frame into strata to obtain relatively homogenous subgroups; this gave us 1225 Grade 6 learners selected across 35 schools in Buffalo City as the sample of the study. Three instruments which are Students’ Learning Styles Scale (SLSS), Availability and Utilization of Instructional Materials Inventory (AUIMI), and Mathematics Achievement Test (MAT) whose reliability co-efficient are; 0.87, 0.78 and 0.89 respectively. The data collected were analysed using descriptive and inferential statistics. The findings of the study revealed among others; students learning style (visual, auditory, and kinesthetic) have a significant relationship on Grade 6 learners Mathematics performance (B=-.113, t=-3.886, p<0.05). Students learning style (∆R2=.012, ∆F (1, 1223) = 5.047, p < 0.05) emerged as the best predictor of Grade 6 learners Mathematics performance in Buffalo City, while the availability and utilization of instructional materials (∆R2 = .000), ∆F (1,223) = .018, P > 0.05), and gender (∆R2 = .000, ∆F (1,1223) = .036, p>0.05) emerged as better predictors. The study further iv revealed that, Grade six learners with visual learning style ( = 13.242, SD = 5.565) had the best performance in Mathematics at Buffalo City, followed by learners with auditory learning style ( = 12.996, SD = 3.883), and learners with Kinaesthetic learning style ( = 11.525, SD =3.800). The study concluded that one of the most fundamental issues to consider in improving Mathematics performance is the understanding of the learners’ learning styles and effective use of appropriate instructional materials for teaching Mathematics.
Teacher' views and experiences on learners' drug and substances abuse : a case of two secondary schools in King William's Town education district
(University of Fort Hare, 2017) Malisi, Nyaniso Victor; Mavuso, MP; Creator e.g. Surname, Name (no title or punctuation)
Drug and substance abuse amongst secondary school children is a universal phenomenon and it has increased at an unprecedented rate over the past decade and still rising. In South Africa, drug and substance abuse has continued to ruin the youth and subsequently education despite various measures taken to stop it. This study aimed at investigating teachers’ views and experiences on drug and substance abuse by learners. Teachers have a responsibility to ensure that learners do not involve themselves in the use of drugs and substances at school. A case study research was conducted to investigate the views of eight teachers in two selected rural secondary schools in the King William’s Town Education District. Qualitative research guided the research process and the interpretivist paradigm served as bases for data collection. Face-to- face semi-structured interviews and focus group discussions were used to collect data. It emerged from the data that alcohol and substance abuse by learners have a negative effect on their academic work as learners abusing drugs could not concentrate on their studies and bunk classes. The data also showed that learners become violent and most of the time important time that could have been spent teaching is lost dealing with alcohol and substance abuse users. The findings also indicated that there was a lack of parental and community support to effectively deal with drugs in schools. From the findings it can be concluded that there are serious social and academic problems that are caused by drug and substance abuse in the rural schools. It can also be concluded that teachers and school managers had no clear and coherent strategies to deal with drug and substance abuse in schools. In view of the above, I recommend that a comprehensive model should be adopted to fight dug and substance abuse by learners.
The analysis of industrial attachment assessment procedures for industrial clothing design and construction: implications for a vertically and horizontally integrated curriculum in the polytechnic colleges in zimbabwe
(University of Fort Hare, 2019) Rumbidzayi, Masina; Duku, N; Surname, Firstnames
Industrial Attachment (IA) curriculum component of Technical and Vocational Education and Training (TVET) provides students with work-based learning and experiences in the real world of work. IA practices are best achieved through assessment which aims at reviewing at every stage how the student is performing against intended learning outcomes. This study was therefore undertaken to analyse the IA assessment procedures for Industrial Clothing Design and Construction (ICDC) used in Polytechnic Colleges in Zimbabwe. The study was guided by the Constructive Alignment Theory (CAT), and premised in the interpretivist research paradigm. Purposively sampled sites and participants were used. Two Polytechnic Colleges and three Host Industries were selected as research sites. Individual interviews with lecturers and Focus Group Discussions made up of ICDC students were the major data collection instruments, supported by document reviews. The unit of analysis also consisted of policy makers, external assessors and supervisors. Data were analysed using thematic data analysis technique. The study revealed that there are no clearly defined policies on IA and IA assessment as a result the administration of IA and IA assessment is considered as inadequate, haphazard and unsystematic. Due to what is perceived essentially as lack of effective collaboration between the colleges and the Host Industries, students’ assessment is negatively impacted. Consequently, IA assessment is perceived as useless by students because it does not equip them with more effective practical competencies such as content, knowledge and skills needed for effective assessment. This study therefore suggests a more vertically and horizontally integrated approach for the Colleges and their Host Industries.
Implementation of Professional Development Programmes For Grade R Teachers: A case study of four primary schools in Amathole West Education District, Eastern Cape
(University of Fort Hare, 2020) Jumo, Theresa; Rembe, S; Surname, Firstnames
This study investigated the implementation of Professional Development Programmes for Grade R teachers in four primary schools in Amathole West Education District. The interpretive paradigm was employed in this study because it focused on the teachers’ professional development and their participation in a social learning interaction as community of practice. Furthermore, a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of professional development programmes. Semi-structured interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 1 Subject Advisor and 4 Teachers. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Professional Development Programmes for Grade R teachers. The data revealed that Grade R teachers under study were under qualified such that none of the teachers had the recommended Diploma in Grade R qualification as stated by the Department of Basic Education. It was also found that there was diversity in the teachers’ qualifications, colleges and the length in training. The study also indicated that although professional development programmes were held, these were however not properly monitored. Findings also revealed that the intervention strategies through professional development programmes and the support given by the district and the schools were strategies through professional development programmes and the support given by the district and the schools were not adequate and consistent. As a result the participants encountered a number of challenges regarding the implementation of professional development programmes for Grade R teachers. Namely: (1) lack of appropriately qualified personnel to support the teachers both at school and the district (2) lack of adequate follow up support visits and feedbacks from both the school and the district (3) lack of proper management by the schools and (4) lack of collaboration ii and team work in the schools. Thus, there were variances in schools under study especially with regards to late release of funding for teaching and learning materials, support offered to the principals by the Department of Education. As a result, recommendations from the study suggested that the Department of Education and the District have to come up with more strategies of continuously training the teachers and the principals and offering strong and adequate support. The study also recommended the engagement of NGOs for job embedded professional development with longer in-service training periods as compared to the shot in-service professional development programs of once- off workshops. Also another suggestion that the district must monitor school based professional development programs regularly was raised in the study

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