Examining the teaching of natural sciences concepts to English second language speakers in selected primary schools in the East London Education District
| dc.contributor.advisor | Maposa, C | en |
| dc.contributor.advisor | Adu, E O | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Kumanda, Nomaroma | en |
| dc.date.accessioned | 2026-08-19T00:43:24Z | |
| dc.date.available | 2026-08-19T00:43:24Z | |
| dc.date.issued | 2019 | en |
| dc.description.abstract | The study sought to examine the teaching of Natural Sciences (NS) concepts to English second language speakers in selected primary schools. Grade 7 was chosen for the investigation as it precedes the last class at primary school. The researcher investigated the teaching and learning of Natural sciences concepts. A mixed method design was used. The research questions focused on the teaching of NS, learner-centred strategies used, challenges encountered, strategies employed by teachers when teaching NS, and the implications for science education.The purpose was to examine the teaching of Natural Sciences concepts to English second language speakers in selected primary schools in the East London Education District. Data were collected from grade 7 teachers and learners in selected township schools in East London, by means of semi-structured interviews, questionnaires and focus groups. Semi-structured questionnaires were administered to teachers and learners, individual interviews were conducted with NS head of department, focus group and interviews were held with grade 7 NS learners. Quantitative and qualitative data were independently analysed and merged at the interpretation stage for triangulation of results. The questions were grouped according to their themes. The researcher’s findings revealed that teachers linked the teaching of NS concepts by showing the teaching skills. Teachers used code-switching for learners to understand the scientific concepts for positive attitude to improve the learner performance. Teachers experienced problems using English as a Language of Learning and Teaching (LoLT) while teaching NS concepts, teachers’ understanding of NS influenced their ability to implement of transformational curriculum, but learners did not benefit much when learning science in English Language and those policies were designed by the Department of Education without teacher involvement. The study concluded by noting that It emerged that teachers and learners experienced difficulties in teaching and learning of the NS concepts. | en |
| dc.format | 277 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Kumanda, Nomaroma. 2019 | en |
| dc.identifier.other | vital:40564 | en |
| dc.identifier.other | http://hdl.handle.net/10353/15925 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4857 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Science -- Study and teaching | en |
| dc.subject | LCSH | en |
| dc.title | Examining the teaching of natural sciences concepts to English second language speakers in selected primary schools in the East London Education District | en |
| dc.title.alternative | Examining the teaching of natural sciences concepts to English second language speakers in selected primary schools in the East London Education District | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | DPhil | en |