Dissertations / Theses on the topic 'Graded modules'

This study in an extension of a Master's study, entitled Realistic Mathematics Education and the strategies grade 8 learners develop for the solution of two simultaneous linear equations. the current study investigates how new content could be introduced into a school mathematical curriculum. The new topic under discussion for this study is the topis of Cryptology. Two research cycles were carried out. For the first design research cycle there were three teaching experiments with teachers, grade 10 learners and students as participants. Seven activities weere developed from the second design research cycle which was worked through with gade 10 learners. All sessions for the second design research cycle were video taped. Important to the development of instrutional materials was the development of a hypothetical learning trajetory about the learning and teaching of each activity. the results of the study indicated that the way learners understood the content and the different ways in which they presented solutions augers well for the introduction of a specific new content strand, cryptology, into a new school mathematical curriculum. It is also important for developers of instructional material to have a strong mathematical content knowledge for the design of instructional materials

This thesis investigates grade seven learners perceived experiences in learning algebra.Things that learners do and say during algebra lessons and about algebra were investigated. The study was done at one of the previously disadvantaged schools in Cape Town, South Africa.The data were collected through observations, a questionnaire and interviews. Observations were made from the day the topic was started in two grade seven classes. Two different teachers taught the two classes. Focus group interviews were conducted, two group of learners, ten learners from each of the two classes were interviewed. Learners devised a number of strategies for solving problems related to sums and differences. The principal learning difficulties experienced by learners in algebra related to the transition from arithmetic conventions to those of algebra, the meaning of literal symbols and the recoginition of structures. It became obvious then that developing algebraic thinking is not necessarily dependent upon algebraic notation and that the presence of algebraic notation says little about the level of problem solving.

The purpose of this study was to investigate parents&rsquo
and educators&rsquo
perceptions of factors influencing high rate of academic failure of learners in Clarke Estate primary schools. A quantitative, descriptive study design was used in this study. A descriptive study is used to gain information about characteristics within a particular field of study. The instrument used was a research questionnaire as it is a quick and cheap instrument to obtain a lot of information covering a large area within a relatively short time. The study population was confined to two schools in Clarke Estate. The participants were randomly selected. The sample from the two selected schools comprised twenty educators and two hundred parents. The sample was heterogeneous, comprising both male and female.

The purpose of this study was to investigate grade 12 students conceptual understanding of chemical reaction using fluoridation of public water supply as a practical example of chemical reaction. The study also attempted to find out the effectiveness of concept mapping in facilitation the students understanding of chemical reaction, particularly redox reactions.

One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts that learners in grades eight, nine and ten prefer to deal with in the learning of mathematics based on their personal, social, societal, cultural and contextual concerns or affinities. The study is situated in the large-scale project called the Relevance of School Mathematics Education II (ROSMEII), which is concerned with the application and the use of mathematical knowledge and processes in real life situations. It is based on a survey of learners from ten (10) secondary schools in the Oshana and Khomas regions of Namibia. The ten schools that were sampled represent the spectrum of schools in Namibia in both urban and semi-urban areas. The Rasch model of data analysis is employed to provide some insight into the contextual situations learners would like to deal with in their mathematical learning. The data obtained for this study was analysed using the WINSTEPS Version 3.65.0 suite of computer programs. The current study arises from a concern about the absence of the voices of learners in the contextual situations in mathematics selected by adults such as mathematics teachers, inspectorates and curriculum and materials developers. The assumption is that the inclusion of learners&rsquo
insights into mathematics curricular might enhance mathematical learning. The study reveals that school children have an intrinsic desire to learn about mathematical issues embedded in real-life contexts. Several items which Namibian learners have shown interest in are issues they experience in life out of school which are not directly dealt with in school, such as managing personal and financial affairs, health matters, technology, construction, engineering and government financial matters. However, learners indicated to have a low preference in contexts like lotteries and gambling, national and international politics, cultural products, all kinds of pop music and dancing. This thesis contends that the inclusion of contexts in the mathematics curriculum which are of interest to learners will go a long way in facilitating good performance of learners in mathematics.

The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named &ldquo
Culture Secondary School&rdquo
have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learners&rsquo
pre- and post-test conceptions of fermentation with special reference to traditional beer or &ldquo
Umqombothi&rdquo
, an Attitudes to Science (ATS) questionnaire which was used to find out the learners&rsquo
worldviews, a Science Achievement Test (SAT) which was used to assess the learners&rsquo
generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo
home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gatherred were both analyzed in terms of qualitative and quantitative descriptions.

The use of contexts in school mathematics is receiving much attention both nationally and internationally. This as well as the scarcity of research focusing on the topic stimulated me to research the contexts preferred by learners of mathematics. The large-scale project is called the Relevance of School Mathematics Education (ROSME) project. The current study essentially deals with that section of the larger project which investigates the issues and situations that learners in grades eight, nine and ten would prefer to deal with in mathematics. Broadly, this study focuses on the contexts preferred by grade 8, 9 and 10 learners as a domain in which to embed school mathematics.

This research study attempted to highlight an in-depth exploration of my own classroom practice as a teacher at a high school in the Western Cape. A key goal of this research study was the quest for professional development and the development of an HIV/AIDS literacy programme for curriculum development.

Providing carrier grade characteristics for Internet Protocol (IP) communication applications is a significant problem for IP application providers in order to offer integrated services that span IP 
and telecommunication networks. This thesis addresses the provision of life-cycle management, which is only one carrier grade characteristic, for a SoftBridge application, which is an example of IP communication applications. A SoftBridge provides semi-synchronous multi-modal IP-based communication. The work related to IP-Telecommunication integrated services and the SoftBridge is analyzed with respect to life-cycle management in a literature review. It is suggested to use an Application Server in a Next Generation Network (NGN) to provide life-cyclemanagement functionality for IP-Telecommunication applications. In this thesis, the Application Server is represented by a JAIN Service Logic Execution Environment(JSLEE), in which 
a SoftBridge application can be deployed, activated, deactivated, uninstalled and upgraded online.Two methodologies are applied in this research: exploratory prototyping, which evolves the development of a SoftBridge application, and empirical comparison, which is concerned with the empirical evaluation of a SoftBridge application in terms of carriergrade capabilities. A SoftBridge application called SIMBA 
provides a Deaf Telephony service similar to aprevious Deaf Telephony SoftBridge, However, SIMBA&rsquo
s SoftBridge design and implementation are unique to this thesis. In order to test the life-cycle 
management ability of SIMBA, an empirical evaluation is carried out including the experiments oflife-cycle management and call-processing performance. The final experimental results of the evaluation show that a JSLEE is able to provide life-cycle management for SIMBA without causing a significant decrease in performance. In conclusion, the life-cycle management can be provided 
or a SoftBridge application by using an Application Server such as a JSLEE. Futhermore, the results indicate that 
approach of using Application Server (JSLEE) integration should be 
sufficiently general to provide life cycle management, and indeed other carrier grade capabilities, for other IP communication applications. This allows IP communication applications to be 
 
 
integrated into an NGN.

The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More specifically, the study attempted to explore the learners&rsquo
scientific knowledge by investigating their conceptions or alternative conceptions about electricity
the influence of learners&rsquo
age, career interests and gender issues on their conceptions of electricity and
the effectiveness of concept mapping (a pedagogic tool designed by Novak in the 1970s) in facilitating the learners&rsquo
understanding of electricity. The study was premised on socio-cultural constructivism as well as meaningful learning as espoused by Ausubel (1968). A Pre-Test-Post-Test Control Group Design was adopted in the study in which two comparable groups were used. The data was analyzed using both qualitative and quantitative research methods and the instruments that were used included a conception of electricity (COET) (originally adopted and administered in the Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose of Science and Technology Literacy Project (STLP) with the hope that their reliability and validity was guaranteed)
selected learner interviews and evaluation forms. The summary of findings has suggested that the Grade ten learners held misconceptions about the concept of electricity even after they were exposed to intervention that included concept mapping. In terms of the gender issues, there was no significant difference in performance between the boys and girls though the females outperformed their male counterparts at both groups. The underachievement of the older learners compared to the younger ones has also surfaced and that is against expectation since a number of studies carried out earlier (see Ogunniyi (1999)) have already corroborated such findings. With respect to career interests, what the learners indicated as their future dreams, i.e. what they intend to do and become, seems to have been influenced their performance at the pre- and post-test stages.

The study explored the comparison of grade 8 to 10 urban and peri-urban learners&rsquo
contexts preferences in mathematical literacy. There is currently a strong emphasis on the use of contexts for school mathematics. This has been also the case for South Africa when grade 10 learners have to make a choice between mathematics and mathematical literacy as one of their compulsory subjects for grade 10. This study focused more on the use of mathematics in real life situations. Data was collected by using questionnaires developed as part of the Relevance of School Mathematics Education (ROSME) project. The questionnaire dealt with contexts preferred by grade 10 learners from urban and peri-urban areas. The data were analysed using non-parametric statistical techniques. The findings radicate that there were contexts highly preferred by learners from both urban and peri-urban areas
least preferred by learners from both areas, highly preferred by learners from periurban areas but not by learners from urban areas and least preferred by learners from urban areas but not by those from peri-urban areas and vice versa. It is recommended that contexts highly preferred by learners should be incorporated in the learning experiences of learners.

The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be.

The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children&rsquo
s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children&rsquo
s discussions and identify the quality of their different &ldquo
levels&rdquo
of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners&rsquo
understanding of river pollution. The learners&rsquo
listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other&rsquo
s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction.

For many years, there have been calls for the mathematics curriculum in South African schools to be made more meaningful and relevant to young people's everyday lives. Despite efforts to address this issue, there is a widespread perception wihtin the mathematics education community that much remains to be seen. Broadly, this study focused on the contexts preferred by grade 8 , 9 and 10 learners as a domain in which to embed mathematics. The particular focus was on whether gender played a role in the preferences expressed by these learners for contexts.

This study explored the use of code-switching in Biology classes at high school level, how it is used in the teaching and learning situation and its effect on the learners' performance in the subject. Grade 11 was chosen as it precedes the last year at high school.

Since economic reform started in China in 1978, the educational objectives for English language teaching have undergone many changes. In secondary school, reading and writing abilities have become increasingly important, not only in assisting students to study and work in English language contexts, but also in setting up the foundation for further English learning at university level. Thus, new materials have been devised and new teaching methods have been used. However, in practice, the English reading skills of many learners do not seem to have improved and learners have difficulty in achieving the syllabus goals set for reading. This study investigated the factors which influence the development of reading skills by learners in one Grade 10 English as a Foreign Language (EFL) class in Taiyuan, a city in China.

Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash
 
). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as 
the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and 
there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo
writing skills. The research also 
analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners 
to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic 
arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal 
Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to 
onstruct and convey meaning. 
The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s) 
 
 
available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent 
their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing 
learners&rsquo
writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and 
factors which build on learners&rsquo
prior experiences and creativity.

This is a study of the discourses of empowerment and disempowerment that emerge from the critical discourse analysis (CDA) of life-histories written by two classes of Grade 11 high school learners in a township school in Cape Town, South Africa. The line of argument presented by this thesis is that there are political, socio-economic, familial and institutional factors and the discourses that construct them which affect learners&rsquo
resilience.

Afrikaans in practice replaced Dutch and became one of South Africa's official languages (along with English) from 1925. It reached the apex of its development and influence during the years of Nationalist party rule and the apartheid regime as a language of officialdom, of the judiciary and education. However, in 1994 nine African languages were afforded official status along with English and Afrikaans in South Africa. Presently, Afrikaans is still taught in the majority of schools in the Western Cape as either a first or second language. This thesis compares and contrasts the language attitudes and motivation towards Afrikaans in two groups of secondary school learners - grade eight and grade eleven learners - at the same school, viz. the Settlers&rsquo
High School in Parow, a northern suburb of Cape Town, South Africa. At this English medium school, Afrikaans as a second language is a compulsory subject. The thesis also examines the dominant ideologies held towards Afrikaans by the learners and by the school in question which contributes towards shaping their attitudes and motivations for learning the language as well as their actual use of the language. The study finds a correlation between the learners&rsquo
attitudes towards Afrikaans and their actual patterns of use of the language, which indicates that the use of Afrikaans may be in decline among especially the younger, grade eight, learners.