Theses and Dissertations

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http://hdl.handle.net/20.500.11837/227

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Lack of drug abuse awareness as a determinant of the escalating learner drug abuse in one school in Mdantsane, East London District.
(University of Fort Hare, 2016-12) Mnyamana, Nzukiso T
Drug abuse is fast becoming a very common phenomenon among children under 16. Drug/substance abuse is an excessive use of drugs which has harsh repercussions and consequences in the life of a learner or any individual, and various environmental factors should play a significant role in trying to curb the escalation of substance abuse. This study seeks to find out how the lack of drug abuse awareness affects the escalating learner drug abuse. The intention is to come up with strategies to create awareness of the dangers of drug abuse in learners. On the one hand, learners need to be clear about the dangers associated with drug abuse and, on the other hand, curriculum planners should be in a position to come up with effective strategies that can reduce the escalation of drug abuse. The theoretical framework incorporates sociological theories, i.e. self-control, social learning and sub-cultural theory and social control theory. This is a qualitative study that makes use of semi-structured interviews as well a analysis of historical documents on drug use in the school. The data collected is analysed through the use of content analysis. The study revealed that banning of corporal punishment is the reason for the escalating learner drug abuse in school. It further showed that peer pressure, enjoyment and problems arising in families and communities are the main factors promoting persistent drug abuse.
Educators and learner's perceptions on matric performance in selected schools in the Butterworth District.
(University of Fort Hare, 2016-04-09) Jaxa, Vusumzi H
The problem of school under-performance as defined by the pass rate level of learners in the matric examination has been a point of educational debate in the Eastern Cape for a number of years, especially after the attainment of democracy in the Republic of South Africa. Many strategies have been used in the Eastern Cape to address this problem, strategies like the matric intervention strategy, without success. The aim of this study was to investigate educators and learners' perception of matric performance in schools in the Butterworth district. The study followed a mixed research method which is an approach to an inquiry which involves both qualitative and quantitative data, integrating the two forms of data and using distinct designs that may involve philosophical and theoretical frameworks. Three schools participated and data was collected through semi-structured interviews and documentary analysis. Twenty four participants participated in this study. The study revealed that all the respondents from the three participating schools seemed to have a common understanding of what an impact under-performance has in the district, even though they put it in different statements.
Implementation of intervention strategies to curb substance abuse among learners: A case study of two rural secondary schools in the King William's Town Education District, Eastern Cape Province.
(University of Fort Hare, 2014-10) Nondlwana, Xolani Daniel
The purpose of the study was to investigate the implementation of intervention strategies which have been put in place to curb substance abuse among learners in rural secondary schools. The study adopted a qualitative approach that used face-to face interviews, focus group interviews and document analysis to collect data. Purposive sampling was used to select those who participated in the study. The participants were two principals, four educators and eight learners who were selected for in-depth interviews in two rural secondary schools. The study revealed that there was a general trend whereby educators who are responsible for substance abuse-related cases are not supported by the Department of Education and Training to ensure that substance abuse is addressed in all secondary schools in general and specifically in those located in the rural areas. Although some educators have received training, they are not capacitated enough to deal with substance abuse among students. In this regard, teaching and learning do not take place smoothly because substance use causes learners to misbehave and to become uncontrollable. All these have a negative impact on the implementation of intervention strategies that curb substance abuse among learners in rural secondary schools.
Exploring the perceptions of secondary school educators of the East London education districts on the developmental aspect of the intergrated quality management system.
(University of Fort Hare, 2012-01) Mbovane, Melumzi
The study aimed to explore the perceptions of secondary school educators of the East London Education District on the developmental aspect of the Integrated Quality Management System. The researcher has observed that despite the endeavors of the Department of Education to implement IQMS, it seems as if there is no real development taking place in schools. The research was conducted in two secondary schools, one from an urban area and another from a rural area of the district under study. Purposeful sampling was employed and the sample comprised four educators from each school (i.e. the principal, IQMS coordinator, union member and post level one educator). In this study the researcher employed a qualitative research approach in the form of a case study. The case comprised secondary school educators (including principals) of two purposively selected schools. The case study was meant to ensure the description and analysis of the qualitative data. Qualitative research lies with the idea that meaning is socially constructed by individuals in interaction with their world. The study embraced a basic interpretive paradigm. This type of paradigm is interested in understanding how participants make meaning of a situation or phenomenon. Data was collected by means of semi-structured interviews since they give the researcher latitude to explore emergent themes and ideas.
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.
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.
An investigation into practices in selecting Parentrepresentatives to School Governing Bodies in two selected Secondary Schools serving Multiracial Cummunities in the Fort Beaufort District.
(University of Fort Hare, 2011-01) Adam-Mbane, Ntombi
The idea of involving parents in school governance is a worldwide phenomenon based on the decentralization of school governance philosophy (Sayed, 2002). This philosophy is part of a wider political drive to decentralize power and promote local community participation (Brown and Duku, 2008). This qualitative study was conducted in two multiracial schools in the Fort Beaufort district. It investigated the practices involved in selecting parent representatives to the school governing body (SGS) and representation mechanisms to gain access to and to represent the concerns and interests of other parents in this structure. Evidence gathered through observation and interviews revealed that the schools that participated in this study seem to share similar practices for selecting parent representatives to the SGS. This was evident in the factors they considered in their decisions to select parent representatives. Moreover the study also revealed that parent representatives to the SGS do plan and have mechanisms in place that they use in gaining access to the interests and concerns of the parents they represent. However, there is evidence that the concept 'representation' seems to be little understood by parents. Among other issues, this was evident in parents' non- attendance of meetings, reluctant participation in meetings and issues of exclusion that confront parents in the wider community regarding the representation of their interests in the SGS.
An investigation into the nature, extent, causes and management of drug abuse in Mdantsane schools.
(University of Fort Hare, 2010-12) Lupuwana, Nomthandazo Pauline
Qualitative method was the approach used in this study to investigate the nature, extent and causes of drug abuse in Mdantsane Township schools. This study followed an interpretative method in which participants were the people who learned/studied/worked with learners who had drug related problems. Most participants indicated that they experience drug related problems in their schools. Learners mostly understood the nature of the problem, and discussed the extent to which learners in their schools used and abused different types of drugs like dagga, tobacco, alcohol, slimming/sleeping pills, cocaine and mandrax. All participants mentioned what they considered to be the causes of drug use and abuse by learners as well as their suggestions for how to eliminate drug abuse.
Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: Recommendations for an andragogically based model.
(University of Fort Hare, 2015-01) Kasozi, Joseph Amooti
Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi&Lefuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchen, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised.
An examination of factors affecting Grade 9 learners' performance in Mathematics in King Williams' Town Education District
(University if Fort Hare, 2017-03-13) Adom, George
Successive governments of post-apartheid South Africa have sought to address the canker of the falling standard of education in the various districts. However, these efforts by governments, the Department of Education, and stakeholders have not yielded the desired results in mathematics in the district of King William's Town which still remains one of the poorest performing districts in mathematics. Therefore, this study investigates factors that affect grade 9 learners' performance in mathematics in selected schools within the King William's Town education district. Three hundred and sixty (360) grade 9 learners and five educators were drawn through a Multiple Sampling Techniques of stratified, simple random and purposive method. The researcher used the mixed_ method research approach. The instruments used in coliecting data were a structured questionnaire, semi-structured interviews and observations to elicit information from the learners and educators teaching grade 9 mathematics. Information gathered from the learners and educators included: biographical information, factors affecting teaching and learning of mathematics and suggestions.
Grade one teachers approaches in supporting learners with autism spectrum disorder in selected schools in Buffalo City Education District
(University of Fort Hare, 2025) Mlonyeni, Nomonde; Makeleni, S.
Autism spectrum disorders (ASD) are neuro-developmental in origin and characterised by impairments in communication and reciprocal social interactions. Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, there appears to be limited research on teacher’s approaches in supporting learners with ASD in their classrooms. Hence, this study explored teachers’ approaches in supporting learners with Autism Spectrum Disorders. The study was designed as case study research in which a qualitative research approach was employed. The study adopted an interpretivist paradigm and 18 educators in the Buffalo City Metro who have experience in teaching children with ASD were interviewed. Semi-structured interviews and semi-structured interview schedule was used to elicit information from the six research sites. The data collected were analysed using a thematic approach where themes and sub-themes emerged from the research questions after transcribing, sorting and categorizing them. The findings of the study revealed that teachers faced several challenges including:- a lack of training, resources, knowledge of ASD and a curriculum for learners with ASD were the overarching themes that resulted in educators feeling a sense of inadequacy to teach these learners. The study will cover the challenges faced by teachers in teaching learners with ASD. Therefore, the study recommends that more resources are needed to enhance the education of learners with ASD. The study also revealed that more training and support are needed for effective teaching of learners with ASD. Furthermore, the DoE must employ more knowledgeable people to deal with special needs, specifically autism, to offer effective support. The study concluded that one of the fundamental issues to consider is the fact that there is a need for all teacher training centres and universities to add inclusive education to their curricular to avoid mainstream schools employing teachers who do not understand autism.
Building a reading culture among Grade 12 learners in an English First Additional Language classroom: The case of one High School in King William's Town Education District
(University if Fort Hare, 2017-04-06) Kepe, Mzukisi Howard
Research in applied linguistics and reading research show a strong correlation between reading proficiency, language competence and academic success at all ages. In light of this, the problem of the learners' poor reading skills in primary schools is usually carried over into secondary schools. This is factored in as many learners have limited vocabulary and tend to misunderstand what they hear and read. As a result, they inadvertently (unintentionally) enter higher education institutions struggling to cope academically (Foncha, 2014). In the same breadth, attention given to reading may improve reading skill, during which language competence may also improve. Paradoxically, students who experience difficulties in reading are retarded in acquiring knowledge and succeeding academically. In this regard, the relationship between reading, language acquisition and academic performance cannot be overstated. In view of this, students' weak reading levels have serious implications.
External quality assurance in Higher Education as a tool towards continuous improvement: A case study of two faculties of education in South Africa
(University if Fort Hare, 2013-01) Van Der Waly,Maria Magdalena
This study explored external quality assurance in South African Higher Education as a tool towards continuous improvement. The Higher Education Quality Committee (HEQC) undertook external reviews of Teacher Education qualifications in faculties of education in South African universities. The process involved HEQC as an external body, through a consultative process with stakeholders, generated criteria and minimum standards to be used in the evaluation process. These criteria and minimum standards were used by faculties of education to carry out self-evaluation of their programmes.
Learners' perceptions of mathematical literacy in the further education and training (FET) band in three selected high schools
(University of Fort Hare, 2013-04-18) Mbatsha, Zonke
This study investigated perceptions of Mathematical Literacy of learners in three Further Education and Training schools. The study was conducted as a qualitative case study in three high schools in Mdantsane in the East London District in the Eastern Cape Province. A constructivist perspective has been used in the study to explore learners' perceptions of ML. The data were collected through interviews, focus group interviews and document analysis. Individual semi-structured interviews were conducted with three participants in each school and focus group interviews were conducted with six learners in each school. Research methodology and research design were selected for this study. The study employed a qualitative case study approach.
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.
Teachers' experiences of the implementation of the mathematics curriculum and assessment policy statement at the further education and training (FET) phase: Case study
(University of Fort Hare, 2016-03-23) Dube, Ntombekhaya Vivian
South Africa is amongst many countries that experience curriculum problems. The Curriculum and Assessment Policy Statement (CAPS) represents a shift from the traditional way of teaching and learning to a more interactive approach. In this new way of teaching, teachers seem to be lost and apply teaching in the way that suits them. Teachers are required to implement curriculum changes and become re-skilled through qualification interventions, but it is questionable whether the challenges that the teachers themselves perceive as important are taken into consideration. The purpose of the study was to investigate experiences of the teachers on the implementation of the Mathematics Curriculum and Assessment Policy Statement (CAPS) curriculum. This hermeneutic study employed an interpretive and constructivist paradigm.
Secondary School children's experiences of bereavement: Implications for school counselling in Harare metropolitan province
(University of Fort Hare, 2011) Shumba, Jenny
Death and bereavement are prevalent in Zimbabwe due to HIV/AIDS and other illnesses. It is estimated that a large population of school going learners have lost one or both parents and have become orphans. The aim of the study was two-fold: to understand the bereavement experiences of orphaned learners and to examine how such experiences can inform school counselling services. A multiple case study involving 13 school children and four school counsellors from two secondary schools in Harare Metropolitan Region was conducted. Each of the 17 participants was viewed as a bounded case due to his or her individual unique experiences. An interpretive phenomenological approach was employed to collect and analyse the data. All the cases were purposively selected as they were bearers of crucial information on bereavement experiences and bereavement counselling.
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 Investigation into the level of understanding of two-dimensional shapes among learners at the end of the Intermediate Phase in a well-resourced former Model C school in the Eastern Cape : A case study.
(University of Fort Hare, 2011-01) Selkirk, Caroline Harriet
This study investigates the geometrical understanding according to the van Hiele theory, in terms of two-dimensional shapes, that learners have at the end of the Intermediate Phase in a well-resourced former Model C school in the Eastern Cape. The research was situated in the interpretivist's paradigm and a qualitative resource methodology was adopted.
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.

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