Thèses : « Statistics – Study and teaching (Secondary) – South Africa »

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Hockey, Athol James Temlett. « A pilot study of secondary teachers' understanding of population dynamics ». Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003586.

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Population dynamics is a South African secondary school biology syllabus topic which deals specifically with ecology or concepts within the realm of ecology. It is currently taught in a way which largely emphasises the teaching and learning of facts and concepts, often out of any context to which students can relate. While it is important to convey scientific concepts, it is just as important to address social and political issues regarding overpopulation and the environment. This research involved the administration of a questionnaire to Std 10 biology teachers in the Department of Education and Training (DET), which sought to obtain information about various aspects of teachers' teaching of population dynamics. These included their feelings toward the teaching of the specific sections of the population dynamics syllabus, and their knowledge and views of environmental issues and human population expansion. The findings of the research suggest that population dynamics is an important topic for students to learn about. The traditional teacher-centred approach to teaching is used by the teachers in the research sample. The sections considered by the teachers to be most important for learning were also considered the most interesting and the easiest to teach. The majority of the teachers in the research sample recognised that human population growth is a global and local problem and that South Africa cannot sustain its present population growth. The teachers in the sample show a diversity of opinions about sustainable development, and have a limited understanding of the links between population, poverty and consumption. Important information gained from the research will be significant in the development of a teaching and learning module on population dynamics that reflects the aims and purpose of environmental education.

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Mpofu, Nomathemba Victoria. « Grade 12 students conceptual understanding of chemical reactions : a case study of flouridation ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_2829_1180441029.

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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.

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Qoto, Nomonde Monica. « Assessing entrepreneurship education programmes in secondary schools ». Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.

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Boqwana, Eleanor Pindiwe. « Fieldwork as a compensatory teaching strategy for rural black senior secondary schools ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003426.

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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.

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Sathorar, Heloise Helena. « Assessing entrepreneurship education at secondary schools in the NMBM ». Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.

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Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.

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Ramahlape, Khalipha. « Effect of Vee-diagramming on grade 10 township learners understanding of some electrical concepts ». Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study was based on the Scientific and Technology Literacy Project study done between 1996 and 2001. It sought to determine whether Vee-diagramming could help enhance grade 10 township learners understanding of some aspects of electricity. It also sought to find out whether age and gender influenced the learners understanding of these concepts.

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Matsolo, Matjala Lydia. « Perceived experiences that grade seven learners have in learning algebra ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9454_1181559574.

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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.

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Schreuder, Glynis Rholeen. « Teacher professional development : the case of quality teaching in accounting at selected Western Cape secondary schools ». Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1990.

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Thesis submitted in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
In South Africa the education system has undergone three major phases of change since the inception of democracy in 1994. Such a degree of change requires teachers to adapt and keep pace with each phase. Professional development provides the support teachers need to learn, and be part of, pedagogical transition. The way teachers were trained during their initial training does not match what is required from them a number of years later. Accounting is a subject that has received on-going criticism because of the poor performance of learners and declining numbers of those opting to do the subject. Professional development is crucial in ensuring quality teaching. Research proves that quality teachers ensure quality teaching and improved learner performance. Goldhaber (2002:2) suggests that providing learners with good teachers is crucial. The main purpose of this research was to examine the teaching of Accounting in schools in the Western Cape within the concept of quality. The aim is to understand what professional development programmes Accounting teachers are engaging with and what the effect is of such initiatives. Phenomenology is used as the theoretical strategy for this research. The main epistemological assumption is that a way of knowing reality is through exploring the experiences of others regarding the phenomena being investigated: namely quality teaching in Accounting and professional development of teachers of Accounting. Experiences and voices of respondents were the medium through which I explored the teaching of Accounting and the extent to which, and ways in which, professional development activities they engage in affect their teaching as well as, ultimately, the performance of learners. A mixed methods approach, framed within an interpretive paradigm, was used in this study. Both qualitative and quantitative data were collected and analysed. Multi-stage sampling was used to identify the districts, the schools and teachers for the questionnaires. All subject advisers from the districts sampled were interviewed. The teachers for the interviews were purposively sampled. Semi-structured interviews were conducted with teachers and subject advisers in the Western Cape in order to elicit their views on the phenomena being studied. Teachers completed questionnaires that included both quantitative and qualitative data. The questionnaires were designed to facilitate teacher reflection on their beliefs about what constitutes quality teaching in Accounting, as well as their current practices, and to provide information on the professional development activities they were engaged in. Data revealed that there are many teachers who are successfully providing quality teaching. There are, however, many schools where learners are not receiving quality teaching and there is thus a need to reform teaching practice. The findings indicate that professional development has a large role to play in updating and upgrading teachers’ skills and subject knowledge. The need for updating the content knowledge of teachers and for transforming their pedagogical practice are areas that should be dealt with urgently to correct declining trends in the performance of learners offering Accounting at school level. This thesis concludes with recommendations for improving the quality of teaching in Accounting that aim to enhance learner performance in the subject. Recommendations are made for professional development opportunities that transform and improve teaching practice with the final aim of leading to improved learner performance. Recommendations for further research in the field of Accounting at school level are included.

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Poswa, Mandisa. « History reading comprehension in black secondary schools : a Ciskei study ». Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.

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This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.

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Atuahene-Sarpong, Boateng Kofi. « "Why I like history ..." : Ciskeian secondary school pupils' attitudes towards history ». Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.

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This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.

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Pyle, Desmond Mark. « An evaluation of case study teaching materials on hazards : based on the current aims of geographical education ». Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003406.

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Hazards are an integral part of people-environment relationships. The impact of hazards locally and globally has become increasinglymore severe. particularly in the previous two decades. This is largely as a result of unwise human intervention in natural systems. The study of hazards at secondary school level affords valuable opportunities for learning about people-environment issues. This in turn, can promote a greater awareness of environmental problems. One of the most important current aims of Geographical Education is the development of critical thinking skills in pupils. Such skills are vital for equipping pupils with the necessary tools to understand and participate in solving the world's increasing human and environmental problems. The development of a critical faculty in pupils is best achieved by the use of learner-based participatory teaching strategies where pupils are involved in problem solving activities. Research has shown that British and South African Geography curricula reflect current thinking in Geographical education and learning theory. The 1992 Junior Secondary Geography Syllabus in line with these trends. includes a section for study on hazards. Hazards are presented primarily as case studies in modern Geographical texts. which is seen as one of the most effective ways of teaching hazards. Research however suggests that South African textbooks have certain shortcomings. notwithstanding the importance placed on textbooks by teachers in this country. This study investigated the extent to which case study teaching materials on hazards are optimising opportunities available for effective learning within an Environmental Paradigm. An evaluation methodology, which is believed to have value for use by other researchers, was developed to suit the specific requirements of the study. The study findings reveal a poor realisation of the current aims of Geographical Education and learning theory, regarding the South African teaching materials. Recommendations are made improvements in the development and use of local case teaching materials. Guidelines for the development of for study local materials are provided from case studies in British texts and from methods developed by the researcher.

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Naidoo, Premnandh. « Collaborative teacher participation in curriculum development : a case study in junior secondary general science (January 1991-November 1991) ». Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003332.

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This research report describes an investigation that involved the collaborative participation of teachers in the redevelopment of parts of the Junior Secondary General Science syllabus. The redevelopment tried to implement environmental education as an innovation. There are two central assumptions that the investigation has made. The first assumption is that the the present Junior Secondary General Science syllabus lacks environmental relevance and therefore the pupils are inadequately prepared to deal with environmental problems. The introduction of a curriculum innovation like environmental education has the potential to bring greater environmental relevance to the syllabus. The second is that such an innovation can be more successfully implemented at schools if it involves the collaborative participation of teachers in the redevelopment of the syllabus. This assumption is made since evidence suggests that curriculum change can be a process of social reconstructive process when it takes place in situ and where teachers and pupils reshape the curriculum in the classroom as the teaching and learning progresses. An action research approach was selected since it is compatible with collaborative teacher, participation in curriculum development. The research design involved three parallel case studies: 1. Clermont Zone, 2. Durban Teachers Centre, 3. Edgewood College. The research confirmed that the Junior Secondary General Science syllabus is perceived by teachers to lack environmental relevance; that teachers, while initially resisting participation in the curriculum development process, were willing to participate if it revolved around their curriculum problems. Significant features of collaborative teacher participation in curriculum development seem to be the co-creation of context by the teachers, the need for institutional support, the production of curriculum materials and the need for networking and intercontextual dialogue. Teachers initially had limited curriculum development skills which needed to be developed. This research process has implications for practical actions 'to enable' the transformation of existing curriculums, and assisting the development of a more democratic and effective education system.

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Watson, Kelvin Innes. « Managing historical primary and secondary sources : a study of the efficacy of a teaching handbook prepared for first-year Vista University students ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003553.

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This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.

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Batyi, Kekeletso Rejoyce. « The integration of mapwork and environmental issues using local context in FET Geography : an investigation of current pedagogic practices to inform professional development ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003462.

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This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.

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Simons, Ronnie. « Classroom communication and schooling : a case-study of teaching and learning in a secondary school in Soweto ». Thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/23628.

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Ngoepe, Mapula Gertrude. « Secondary mathematics teachers' classroom practices : a case study of three township schools in Gauteng Province, South Africa / ». Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14369.

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While there have been enormous changes in the South African system of education since 1994, the legacy of apartheid and the different education of Black teachers is still evident in township schools. This study examined the practices of mathematics teaching in three township secondary schools by conducting a detailed investigation of eight teachers in three schools. Classroom observations and video recordings of teachers of Grades 10 to 12 served as the main data collection method. A sample of 12 lessons was analysed using the Secondary Teaching Analysis Matrix-Mathematics (STAM-Mathematics) (Gallagher & Parker, 1995) instrument. The researcher used STAM to categorise teachers' classroom practices along a three pronged continuum, namely didactic, transitional and conceptual teaching for the purpose of answering research questions about the content, the teaching, the assessment practices, the interactions between the teacher and the student, and the resource availability. Analysis of the data collected using the 22 STAM descriptors showed that the practices of teaching mathematics in township secondary schools was primarily didactic, with only minimal characteristics of transitional teaching and fewer attributes of conceptual teaching. Identifying the gaps between the teachers' practice and the descriptors for transitional and conceptual teaching with respect to the content, the teaching, the approaches to assessment, interactions between teacher and students, and resources availability has provided insight and a baseline for teacher inservice. Consequently, this study has provided research-based evidence for appropriate intervention to improve mathematics teaching and learning as prioritised by the Department of Education since the creation of the democratic government in 1994.
It is recommended that mathematics teachers in township schools use the STAM instrument in pairs or groups to observe and analyse each other's lessons with particular focus on the 22 descriptors and to use this framework as a guideline for daily lesson preparations and to help guide the teachers from teacher-centred instruction to conceptual instruction. Further, the STAM could be incorporated into teacher education and professional development programs and thereby lead to more conceptual forms of teaching that could contribute towards a greater understanding of mathematics and ultimately raise the pass rate of learners in external examinations at Grade 12.

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Flatela, Andile Thaddeus L. L. « History resource materials in Transkei senior secondary schools : their availability and use ». Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003438.

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This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.

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Rasana, Nomakhosazana Hazel. « The reading preferences of grade 11 ESL learners in Grahamstown ». Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003604.

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This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.

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Mahabeer, Pryah. « School principals' perceptions and responses to the HIV and AIDS pandemic in schools in the Eastern Cape ». Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/738.

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HIV and AIDS are casting a dark shadow over the future of many developing countries in the world. Since the first diagnosis of AIDS cases, South Africa has become one of the countries most infected with the HIV and AIDS pandemic, with about five million people living with HIV and AIDS. HIV prevalence is high in the age group 15 to 49 years, attacking people in the most productive years of their lives, Africans are the most significant racial group, affected and the Eastern Cape rates sixth in terms of HIV prevalence in the country. Demographically, HIV and AIDS affects the structure of the population, including learner and educator populations, as HIV and AIDS impact on the demand and supply of education. Schools are negatively and diversely impacted by the new challenges of the pandemic, preventing schools from achieving their goals. South Africa is struggling with a shortage of educators in the school system, especially the key areas of science and mathematics. The number of potential learners is expected to decline as AIDS orphans and other vulnerable children drop out of school, relocate, do not enrol, or are forced to withdraw from the school system. These factors lead to a poor morale and unproductivity among educators and learners, causing management problems in education for school principals and a decline in the quality and efficiency of education. While there is still no known cure for HIV and AIDS, the only solution in curbing the spread of the pandemic is through education and changing the social behaviours and mindset of people. However, HIV and AIDS prevention interventions have clearly been ineffective, as infection rates are soaring. As HIV and AIDS infection rates escalates, a more urgent response by school principals is needed to address the unique demands of the pandemic and establish where HIV and AIDS interventions will be most successful. The current study had three major aims. The aims were to explore how school principals in the Eastern Cape perceive the HIV and AIDS pandemic; describe in detail how school principals in the Eastern Cape respond to the HIV and AIDS pandemic; and to formulate recommendations based on the findings of the research that will assist school principals in effectively managing the pandemic at school level. The sample consisted of twelve school principals from different schools in the urban areas of Nelson Mandela Bay and the rural Keiskammahoek area. A qualitative method was selected to capture the unique experiences of school principals. In-depth, unstructured interviews were conducted to gather information. Thereafter, the interviews were transcribed verbatim, analysed and interpreted to gain a deeper understanding of the research phenomenon. The findings of the study revealed that the majority of school principals had limited knowledge only of the HIV and AIDS pandemic, and perceived the pandemic in a non-constructive manner, as an imminent future problem. In fact, many school principals were ambiguous, contradictory and discriminatory in their discussion in their responses to the pandemic, first denying the presence of AIDS cases in their schools, then shifting the blame for the spread of HIV and AIDS in their schools to others. These school principals were clearly unaware that they were being discriminatory and secretive about the pandemic through denial and blaming others and that their attitudes were fuelling stigmatization and discrimination. The school principals acknowledged that much more still needed to be done in terms of management and leadership to effectively mitigate the effects of the pandemic in their schools. While school principals did their best in dealing with HIV and AIDS related problems at their schools, they clearly lacked the necessary skills, training and knowledge to devise long-term strategies to deal effectively and pro-actively with the problems related to the pandemic. Therefore a more transformational leadership and management approach is required by school principals in dealing with the pandemic in their schools, in order to render them effective leaders.

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Mokwebu, Disego Jerida. « An exploration of the growth in mathematical understanding of grade 10 learners ». Thesis, University of Limpopo, Turfloop Campus, 2013. http://hdl.handle.net/10386/1110.

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Thesis (M.Ed. (Mathematics Education)) -- UNiversity of Limpopo, 2013
In this study, I presented the exploration of Mpho’s growth in mathematical understanding. Mpho is a grade 10 mathematics learner. To fulfil such, a qualitative research method was employed. I explored her growth in understandings in the context of co-ordinate geometry, exponents, and functions. Data generation, management and representation were guided by the notion of teaching experiments. Analysis was done through mapping learner’s growth of mathematical understanding using Pirie-Kieren’s (1994) model. Findings suggest that learner’s growth in mathematical understanding can be observed, mapped and improved with the aid of probing questions.

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Mphaphuli, Shonisani Eunice. « 'A search for educational relevance' : an investigation into the teaching of the rural settlement component of the secondary school syllabus with special reference to Venda ». Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003645.

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School geography has been identified as the one subject which has the most potential to develop pupils' ability to identify with their community and with their environment. Through the development of a sense of place pupils are encouraged to become effective perceivers, users, appreciators, evaluators and developers of their environment (Catling 1987. This approach to the teaching of geography implies that the content and the teaching strategies need to be perceived as relevant. Relevance in this study is taken to incorporate not only the needs of the pupils and the community but also of the subject. The location of this study in Venda, an area which is predominantly rural in nature sought to emphasise the important role which rural settlement geography can play in aiding the development of these pupils' sense of place and social identity. The research therefore concentrated on the approaches and teaching strategies used in the teaching of rural settlement in Venda secondary schools. This was achieved through a survey which involved geography teachers and pupils in the Thohoyandou inspection area. The place of rural settlement in the current geography curriculum was established through an analysis of the relevant syllabuses, textbooks and senior certificate examination papers. This analysis was primarily undertaken to illuminate the extent to which rural settlement geography in the South African curriculum complies with accepted criteria for relevance. The study revealed that the teaching of rural settlement in Venda is textbook-related and teacher- directed with no attempt to capitalise upon the pupils' experience of their rural environment. This was largely ascribed to the constraints of the syllabus and the demands of the examination system. When allied to the problems teachers have concerning syllabus development, the validity and relevance of this aspect of the syllabus is reduced. More importantly, because the local environment is not perceived as having value in the teaching of geography, the Venda pupils' perception of the value of their environment is diminished.

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Ravele, Nthambeleni Peter. « A study of factors of effectiveness in Cape Town secondary schools ». Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17527.

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Bibliography: pages 167-184.
Through this study I will be able to focus on how school effectiveness factors as identified in school effectiveness literature operate in relation to the individual circumstances of a particular school. This is an element that signifies a point of departure from the school effectiveness paradigm that sought to generalize or view such factors as operating similarly in all schools with similar outcomes. Through this study I intend to understand that factors of effectiveness identified in school effectiveness literature operate differently in different schools.

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Hartman, Lorraine Mary. « The evaluation of an individualised language programme in two multicultural Standard 9 classes : a pilot study ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003405.

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Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.

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Raghavan, Prasannakumary. « Social constructivist mathematics education in a Ciskeian secondary school classroom ». Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003652.

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The researcher's experience as a high school mathematics teacher in several African countries convinced her that a good number of mathematics learners exhibit serious difficulties in conceptualising mathematics properly. Her experience in teaching the subject in the Ciskei since 1990 reinforced this conviction. The researcher's natural curiosity to probe into the causes of the poor state of mathematics education in the region served as the springboard into her investigation. Her thoughts developed in line with the emerging educational theories of social constructivism. This provided a conceptual framework for the solution of the problem, the feasibility of which was put to test practically in a Ciskeian classroom. She explicates that the difficulties experienced by the pupils in conceptualising mathematics are philosophically deep rooted and latent in the present system of mathematics education itself, which, in Ciskei, impedes the learners' conceptualisation owing to numerous problems related to their linguistic and cultural situatedness. In the analysis of the present system of mathematics education in the Ciskei she reviews a few recently published mathematics text books in the context of the topics chosen for her research study. The results of her classroom investigation establish that a possible solution to the problem lies in the social constructivist teaching approaches.

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Mohamed, Gishma. « Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa ». Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020347.

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During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.

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Siyepu, Sibawu Witness. « The use of Van Hiele's theory to explore problems encountered in circle geometry : a grade 11 case study ». Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004777.

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The research presented in this thesis is a case study located in the interpretive paradigm of qualitative research. The focus is on the use of van Hiele's theory to explore problems encountered in circle geometry by grade 11 learners and making some policy recommendations concerning the curriculum structure and teaching of the geometry at all grades. The interpretation is based to the learners' background in geometry i.e. their prior knowledge and experience of learning geometry. The study was carried out over a period of three years. The data collection process took a period of two months (April and May 2003) with a group of 21 grade 11 mathematics learners in a rural senior secondary school in the Eastern Cape. The researcher used document analysis, worksheets, participants' observation, van Hiele tests, a questionnaire and semi-structured interviews to collect data. The study showed that the structure of the South African geometry syllabus consists of a some what disorganized mixture of concepts. It is not sequential and hierarchical and it sequences concepts in a seemingly unrelated manner. The study revealed that the South African high school geometry curriculum is presented at a higher van Hiele level than what the learners can attain. The findings of the study showed that many of the grade 11 learners were under-prepared for the study of more sophisticated geometry concepts and proofs. Three categories of reasons could be ascribed to this: Firstly, there was insufficient preparation of learners during the primary and senior phases. Secondly the study indicated that there is overload of geometry at the high school level in the South African mathematics curriculum. Thirdly, the over-reliance on the traditional approach to teaching geometry, poor presentation of mathematical technical concepts and language problems, were identified as possible additional reasons for the poor learner understanding of geometry in general and circle geometry in particular. The study recommends that the structure of the South African geometry curriculum should be revisited and redesigned. Teachers should be empowered and developed to be more effective in teaching geometry through further studies in mathematics and in-service workshops. They should also be engaged in the process of implementing the van Hiele's theory in the teaching of geometry in their classrooms.

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Ndlwana, Monica. « A critical analysis of problems encountered by senior secondary school pupils in the reading and interpretation of 1:50,000 topographical maps and aerial photographs with special reference to black pupils in Transkei ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003351.

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Mapwork is an established part of the geography curriculum, and yet it poses particular problems for pupils and teachers. Maps participate in a complex system of graphic communication: the conceptual abstraction involved in the reading and interpretation of maps requires on the part of pupils a high degree of cognitive and perceptual development; teachers, too, often experience considerable difficulty in imparting the skills necessary for graphic literacy (graphicacy). The peculiar difficulties associated with map reading and the poor performance of pupils in this area have regrettably encouraged an attitude which dismisses mapwork as irrelevant or dispensable in geographical education. Yet graphicacy is essential not only in the learning of geography but in the overall cognitive development of the child, and therefore cannot be excluded from the curriculum. This study attempts to identify some of the specific difficulties experienced by pupils in their attempts to read and interpret maps, and to trace the origin of these difficulties. It argues that the complexity and sophistication of the skills necessary to interpret topographical maps and aerial photographs, for instance, should not be underestimated. Teachers need to be made aware of how pupils acquire map reading skills and of the problems they encounter during this process, so that teaching programmes commensurate with pupils' level of cognitive development can be formulated. It is also important that mapwork be taught in as practical a manner as possible. The findings and recommendations of this study have implications for geography teachers, textbook writers and educational authorities, especially those involved in curriculum and syllabus design.

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Vale, Pamela. « Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001774.

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Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).

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Mkhwane, Fezeka Felicia. « An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes : a case study ». Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61646.

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The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.

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Atebe, Humphrey Uyouyo. « Student's van Hiele levels of geometric thought and conception in plane geometry : a collective case study of Nigeria and South Africa ». Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003662.

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This study is inspired by and utilises the van Hiele theory of geometric thought levels, currently acclaimed as one of the best frameworks for studying teaching and learning processes in geometry. The study aims both to explore and explicate the van Hiele levels of geometric thinking of a selected group of grade 10, 11 and 12 learners in Nigerian and South African schools. The study further aims to provide a rich and indepth description of the geometry instructional practices that possibly contributed to the levels of geometric conceptualisation exhibited by this cohort of high school learners. This collective case study, presented in two volumes, is oriented within an interpretive research paradigm and characterised by both qualitative and quantitative methods. The sample for the study comprised a total of 144 mathematics learners and 6 mathematics teachers from Nigeria and South Africa. They were selected using both purposive and stratified sampling techniques. In using the van Hiele model to interrogate both learners’ levels of geometric conceptualisation and teaching methods in geometry classrooms, the study employs a qualitative and qunatitative approach to the data-collection process, involving the use of questionnaires (in the form of various pen-and-paper tests, hands-on activity-based tests), interviews and classroom videos. Although the data analysis was done largely through descriptive statistics, the whole process inevitably incorporated elements of inferential statistics (e.g. ANOVA and Tukey HSD post-hoc test) in the quest for indepth analysis and deeper interpretation of the data. Learners were assigned to various van Hiele levels, mainly according to Usiskin’s (1982) forced van Hiele level determination scheme. The whole process of analysing the classroom videos involved a consultative panel of 4 observers and 3 critical readers, using the checklist of van Hiele phase descriptors to guide the analysis process. Concerning learners’ levels of geometric conceptualisation, the results from this study reveal that the most of the learners were not yet ready for the formal deductive study of school geometry, as only 2% and 3% of them were respectively at van Hiele levels 3 and 4, while 47%, 22% and 24% were at levels 0, 1 and 2, respectively. More learners from the Nigerian subsample (53%) were at van Hiele level 0 than learners from the South African subsample (41%) at this level. No learner from the Nigerian subsample was at van Hiele level 4, while 6% of the South African learners were at level 4. In general, learners from the Nigerian subsample had a poorer knowledge of school geometry than their peers from the South African subsample, as learners from the latter subsample obtained significantly higher mean scores in the van Hiele Geometry Test (VHGT) and each of the other tests used in this study. Results relating to gender differences in performance generally favour the male learners in this study. For each of the participating schools, learners’ van Hiele levels (as determined by their scores on the VHGT) strongly correlate with their performance in geometry content tests and mathematics generally. For each of the Nigerian and South African subsamples, for n ≤ 2, learners at van Hiele level n obtained higher means on nearly all the tests administered in this study than their peers at level n–1. This finding provides support for the hierarchical property of the van Hiele levels.

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Adebisi, Adeolu Abiodun. « Information communication and technology in Port Elizabeth secondary schools : exploring the digital divide ». Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/914.

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The primary goal of the research is to investigate the extent of ICT adoption in secondary schools within the larger Port Elizabeth area. In order to demonstrate the current status, two geographical areas within that area namely privileged and less privileged areas will be selected and surveyed. The main objective of this research study is to survey the access to ICT services by learners and teachers living and working in less privileged communities compared with that of learners and teachers in the more privileged communities of Port Elizabeth. At present all the schools in these communities are funded by the same provincial government, but the extent of the digital divide is not known. This research will investigate the factors that lead to the inequalities in the access to ICT among secondary school learners and teachers. This research has the following sub goals and objectives: 1. To identify the factors that impact on the status of access to ICT services; 2. To determine which socio-economic factors contribute to the status of access to ICT services in the specific areas; 3. To determine the status of access to ICT services in specific communities within the larger Port Elizabeth area; 4. To determine whether the level of access differs between secondary schools and the homes of teachers and learners in the identified areas.

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Mosia, Matladi Daniel. « The use of secondary data in the study of living arrangements of households : a case of the October household survey-'96 (OHS) : Western Cape Province ». Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52032.

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Incorrect Afrikaans summary included in thesis.
Thesis (MPhil--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: This study was aimed at using secondary data to conduct an investigation into the relationship between macro-economic factors on one hand and aspects of household life on the other hand. On the basis of the results thereof, an assessment was to be made of how such a relationship reflected on the living arrangements of households in contemporary South African society. The basis of the analysis was secondary data from the October Household Survey (OHS-96) data set, which is rich in specific information encompassing various aspects of human life, like demographic details and household variables as well as health, education and employment variables. As expected, the results showed that the current state of living arrangements of households is characterised by positive relationships between income levels on the one hand and households variables like type of dwelling and dwelling ownership on the other hand. However, the same findings further revealed a surprising outcome that unlike expected, there is no clear relationship between income and another significant household variable i.e. household size (members). However, our findings lead us to a conclusion that on the whole, there is a hypothesised relationship between macro-economic conditions of a country on one hand, and patterns in living arrangements of households on the other hand. The results further revealed that as expected, the factors of magisterial district and race/population groups have an effect on this relationship that reflect our legacy of social and economic development policies of the apartheid era which gave rise to urban (metropolitan) and racial bias in the socio-economic development of households. The results thereof are that African households in particular, and urban poor black households in general, have become the least prosperous in terms of material or economic living conditions. The implications of these findings for theory and policy are highlighted. At the level of methodology, the valuable experience of this study served to further highlight the worth of secondary data analysis, not only in general economic terms, but also as invaluable educational or teaching tool for students which recommends its increased use by all practitioners or institutions of social research methods.
AFRIKAANSE OPSOMMING: Die Internet en sy Kuberruimtes is ontwikkel in die 1960s as 'n manier om inligting oor te dra sonder die risiko van intersepsie en vernietiging. Vandag, 40 jaar later het die Internet gegroei in beide grootte en toepassing. Die mees algemene gebruike is nogsteeds kommunikasie en die oordrag van informasie. Hierdie tesis is 'n etnografiese studie van my ervaringe in 'n Kuberruimte van die Internet- 'n virtuele gemeenskap byname Amazon City.com. Virtuele gemeenskappe is areas op die Internet waar mense bymekaar kom om hul daaglikse lewens, kwessies en enige iets toepaslik vir die spesifieke gemeenskap, te bespreek. Die tipe gemeenskap word gesien as 'n reaksie van die verval van "derde plekke" in af-lyn lewe en globalisering Die gemeenskap wat vorm in hierdie areas ontwikkel kulturele veronderstelling. Hierdie veronderstellings word openbaar aan 'n nuwe lid deur tyd en interaksie in die konferensie area. Die veronderstellings wat ek ervaar het strek van kennis benodig om 'n aanvaarde en suksesvolle lid van die gemeenskap te word, tot taal gebruik en identiteit van die lede. Die konklusie is bereik dat lede hul interaksie en lidmaatskap in hierdie gemenskappe as net so bevredigend en "eg" ervaar as hul aktiwiteite in hul af-lyn lewe. Verdere aspekte wat 'n webblad 'n suksesvolle en ekonomiese vatbare besigheids strategie maak vir sy eienaar, was my volgende fokus. Internet besigheid groei teen 'n geweldige spoed, en impliseer nie slegs die verkoop van produkte aanlyn nie. Rekenaar-ondersteunde kommunikasie toestelle is geimplimenteer op kommersiële webbladsye nadat dit gevind is in die vroeë 1990s dat mense soek vir 'n plek wat meer is as net nog 'n winkel. Ander maniere wat hierde dot com webbladsye gebruik om inkomste te genereer en of die lede gesien word as burgers of as verbruikers word ook bestudeer. Daar is gevind dat die lede hulself sien as burgers maar webbladsy lojaliteit sal die lede aanspoor om as verbruikers op te tree indien nodig. Die kommersiële aspekte van die tipe webbladsy is 'n noodsaaklik deel vir die voortbestaan van die dot com webbladsy, en die gemeenskap wat daar ontwikkel.

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Sarpong, Emmanuel. « The attitudes and perceptions of secondary school pupils in Transkei towards geography : a case study of the Butterworth district ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003306.

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Considerable attention has in recent times been given to the attitudes of secondary school pupils towards Geography among black schools in South Africa. Many reasons account for this. It is partly because of the poor results and falling numbers of pupils in the discipline. Concern has also been expressed on the relevance of the Geography syllabus to the black pupils. Evidence suggests that these problems are evident in Transkei. The need therefore exists to assess pupils' attitudes towards Geography in Transkei. Arising from this background, this study sets out to assess the attitudes of secondary school pupils in Transkei towards Geography. Two hundred and thirty four pupils from eight urban and rural secondary schools in the Butterworth District of the Republic of Transkei were used in the study. Attitudes were measured in terms of "interest in Geography", "desire to study the discipline", "commitment to Geography" and the perceived relevance of the discipline. Through the use of techniques such as percentages, chi-square and principal component analysis - among others - for the analysis of the data, the following information emerged from the study: (1) Geography is generally perceived as being worthy of study; (2) Differences in responses were noted to result from a complex of factors which were grouped into home environmental factors and school environmental ones. (3) The major factor influencing attitudes towards Geography was noted to be home environmental conditions.In general pupils from lower income families expressed more positive views about the worth of Geography than those from the upper income families. From the above findings, it has been proposed that teachers and educational planners need to be made aware of these findings as they are important for classroom practice. It has also been recommended that there is a need to improve certain school practices such as taking pupils on Geography excursions more often as factors such as this were shown to improve pupils' attitudes towards the discipline.

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Afrika, Nthabiseng. « Developing democratic virtues : priorities and practices of selected secondary educators in the Cape Town Metropolitan Area ». Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Recent political changes in South Africa emphasize democracy and the role of schools in promoting democratic virtues. The importance of schools responsibility in developing democratic virtues is also internationally recognized, although different authors

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Le, Grange Lesley Lionel Leonard. « Secondary school science pupils' rankings of science and technology related global problems : a comparison of the responses of rural-Northern Sotho, urban-Xhosa and urban-English speaking pupils in South Africa to meeting basic needs in the context of the 1994 Government White Paper on Reconstruction and Development ». Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17454.

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Bibliography: pages 66-71.
In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item version, the Le Grange Global Priorities Instrument (LGPI) was piloted, refined and administered in fifteen schools to 946 secondary school pupils speaking three different home languages in two provinces in South Africa. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and 'Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995), and is carried out in the context of the new key programme of Meeting Basic Needs presented in Section 1.4.1 of the Government White Paper on the Reconstruction and Development Programme for the New South Africa which states:- The basic needs of people extend from job creation, land and agrarian reform to housing, water and sanitation, energy supplies, transport, nutrition, health care, the environment, social welfare and security (Government Gazette No. 16085, 23 November 1994:9). The 946 pupils surveyed in this study in 1995 comprised 414 rural-Northern Sotho pupils (sample 1) from the Northern Province; 189 urban-Xhosa speaking pupils (sample 2) and 343 urban-English speaking pupils (sample 3) from the Western Cape.

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Ahmed, Zaiboenisha. « Teachers’ perception of the integration of socio-scientific issues in their science classes ». Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1856.

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Thesis submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the FACULTY OF EDUCATION AND SOCIAL SCIENCES at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014
The purpose for this study was to reveal the perceptions held by science teachers on the integration of socio-scientific issues in their science teaching. Also pertinent to this investigation was an understanding of what these teachers saw as the purpose(s) of such integration, how they purported to carry out the integration in their classroom, and how they perceive the role of social justice in science teaching. The theoretical principles of critical pedagogy underpinned the study and its methodology was guided by a phenomenological approach. The qualitative study was confined to eight schools in the Cape Town Metropole and ten science teachers made up the purposefully selected sample. Grounded theory was used as a method of analysis of the transcripts obtained from the semi-structured interviews conducted with the teachers on the socio-scientific issues depicted by two scenarios. Teachers saw the purposes for SSI integration in terms of its focus on the science curriculum, the everyday relevance of science and the impact of science. In addition they thought SSI integration could be useful to inculcate values, encourage behaviour change, advance both society and self, and develop critical thinking. They cited seven different teaching strategies and practices which they preferred for such integration: enquiry-based tasks; science content-specific activities; science-technology-society-environment (STSE) activities; communication of science information; science oriented projects; literacy programmes and deliberation and decision-making. The teachers thought that they could use the SSI scenarios to address socio-economic issues and issues pertaining to equity, self-determination, equality and civic values. Four general teacher profiles emerged from the research findings. These profiles captured both the commonalities and diversity existing among the participants’ perspectives.

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Sobahle, Wellington Mkhululi. « The lack of resources as a contributory factor to the high failure rate in Standard 10 History examinations in the Alice circuit ». Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004677.

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As the title of this thesis indicates, the researcher was concerned at the high failure rate in the Standard 10 history examinations in the Alice circuit. This problem is confined neither to history as a subject nor to a single area in the Ciskei.

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Makina, Antonia. « A framework for the development of pedagogical content knowledge for secondary school statistics teachers ». Diss., 2013. http://hdl.handle.net/10500/13851.

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The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics teachers. It captured the experiences of teachers during the development of pedagogical content knowledge, to come up with the main themes that describe pedagogical content knowledge as the relevant knowledge for teaching Grade 11 and 12 statistics. The study was overall qualitative in nature and supported by some quantitative data. Questionnaires, in-class facilitated tasks/activities, in-class facilitated discussions and observations were used as the main data collection instruments. This process revealed some significant themes, described as “missed opportunities”, which were defined as incidents in which pedagogical content knowledge was needed but not used. The thesis contributes to the theoretical and knowledge base of secondary school statistics teachers in the education system by providing measures that can be used to determine professional development needs of teachers.
Mathematics Education
D. Ed. (Mathematics Education)

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Makwakwa, Eva. « Exploring problems encountered in the teaching and learning of statistics in grade 11 ». Diss., 2012. http://hdl.handle.net/10500/9483.

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The purpose of the study was to explore problems encountered in the teaching and learning of statistics in grade 11 and to offer ways of addressing them. A convenient sample of 100 grade 11 mathematics teachers and 448 grade 11 mathematics learners participated in the study. A descriptive survey design was used. Data were collected from the teachers using a teacher questionnaire, classroom observation schedule and teacher interview, and from learners through the use of a learner questionnaire, classroom observation schedule, diagnostic test and learner interview. The validity and reliability of all these instruments was established. Descriptive statistics and frequencies were used to analyse learner questionnaires, teacher questionnaires and learners‟ responses to a diagnostic test. Teacher and learner interviews were transcribed and classified according to themes. Classroom observations were analysed by using themes and checking for similarities and differences. The results showed that teachers had difficulty with the interpretation and calculation of measures of dispersion; representation and interpretation of data on graphs or plots; determining the five number summary; constructing and interpreting probability diagrams and tables; and interpreting probability terminology. Also, the results showed that learners experienced difficulties when using graphs to predict the results; interpreting and determining measures of dispersion; computation of quartiles when the total number of data values was even; representing data on graphs or plots; interpreting and determining measures of central tendency; constructing and interpreting probability graphs and tables; and interpreting probability terminology. The results found possible causes of the teachers‟ difficulties to be (1) their lack of statistics content knowledge; (2) inadequate textbooks; (3) in-service programmes which did not cover statistical topics, or which did not pay adequate attention to probability; and (4) teachers failure to attend these in-service teacher workshops. Further, the findings of the study were that the probable causes of learners‟ difficulties were (1) inadequate teaching of statistics topics in previous grades; (2) teachers‟ lack of content knowledge in statistics meant they had difficulty explaining concepts to learners; (3) inadequate learning material and learners‟ inability to use the statistics function mode on their calculators; and (4) learners‟ lack of conceptual knowledge of certain aspects of statistics. Lastly, the results of the study found that the possible ways to address the problems in the teaching and learning of statistics in grade 11 to be: (1) teachers should receive financial support from their schools/districts to attend in-service education and training programmes; (2) textbooks should be well written (provide thorough explanations) and contain all the information necessary to teach data handling and probability (i.e. formulae, more examples); (3) in-service teacher programmes should meet the needs of the teachers by offering topics that teachers find difficult to teach; and (4) more and longer inset programmes on probability, preferably five-day workshops, should be arranged.
Mathematics Education
M. Sc. (Mathematics, Science and Technology Education)

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Chidziva, Justine. « Peer observation on the pedagogical content knowledge of grade 11 novice teachers of statistics in a circuit ». Diss., 2017. http://hdl.handle.net/10500/23522.

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This study focused on the peer observation of teaching [POT] on the pedagogical content knowledge [PCK] of mathematics novice teachers in the teaching of grade 11 statistics. A case study research method was conducted on this qualitative study. Two mathematics novice teachers were purposively selected from a population of five novice teachers from a circuit in Mpumalanga Province. Data were collected using semi-structured interviews, classroom observations and document analysis. Pre-lesson and post-lesson semi-structured interviews were conducted to obtain information about each teacher’s views. The POT process began with pre-observation meeting with the two novice teachers to discuss the modalities of the POT process and ended with the post-observation feedback meeting in which general evaluation and reflection of the process took place. Results show that the two mathematics novice teachers’ classroom management skills improved. Furthermore, findings reveal that the two novice teachers improved in the use of instructional strategies as they moved from using teacher-centred strategies like the lecture method to using learner-centred instructional strategies such as oral probing and group work, among others, in which they interacted more with learners. The novice teachers also improved in identifying learners’ misconceptions and learning difficulties. At the end of the study, the two novice teachers openly expressed that the POT process gave them the opportunity to improve in studying and teaching statistical content in depth.
Mathematics Education
M. Ed. (Mathematics Education)

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Carter, Tracey-Ann. « The effect of single sex schooling on girls' achievement in Physical Science ». Diss., 2005. http://hdl.handle.net/10500/623.

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This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex.
Educational Studies
M.Ed. (Natural Science Teaching)

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Weimann, Alan Gilbert. « Communicative language teaching in Ciskeian secondary schools ». Thesis, 1996. http://hdl.handle.net/10500/17856.

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English Second Language {ESL) teaching has undergone noticeable changes in recent years. One such change, based upon current second language teaching theory, has been a striving for authenticity and relevance in ESL classrooms. Innovations in ESL resulting from such a striving, have been collectively labelled as Communicative Language Teaching {CLT). A new generation of ESL core syllabuses and course books has arisen, based upon the ideals and terminology of CL T. In spite of official sanction from education departments there was perceived to be an apparent lack of communicative activities in many ESL classrooms. This study considered the extent of this perceived absence of CL T approaches from ESL classrooms in certain Ciskeian secondary schools. Using purposeful sampling a group of Ciskeian ESL teachers was identified for possible classroom observation. The purpose of this qualitative study was to provide a "thick description' of ESL classroom life, with an emphasis on the orientation of the teachers towards CL T. A measure of typicality in the findings derived from such observation would allow for the applicability of such an understanding of classroom life to other schools in the Ciskei region and in the greater Eastern Cape Province. The study addressed the following two issues: * The changes that have occurred in English Language teaching methods with particular reference to CL T and the claim that can be made for CL T to be considered as an educational innovation; * The extent to which CL T was encountered in the Ciskeian ESL classrooms observed and the role that the teachers in these classrooms fulfill as agents of change in the light of the innovative nature of CL T. A literature study was undertaken of the theory and practice of Educational Innovation and CL T. Because of a desire to locate this research in a qualitative paradigm consideration was given to the theoretical underpinnings of Qualitative Research in general, and of Ethnography in particular. Teachers in the study were identified by means of their responses to a questionnaire designed to establish the teacher's perceived inclination to CL T. The subsequent data collection strategy included classroom observation, the use of an observation protocol (the Communicative Orientation of Language Teaching-COLT), audiorecordings of lessons observed and teacher interviews which were recorded and transcribed. Analysis and interpretation of the data led to a series of statements indicating the extent of the CL T orientation of the classrooms observed. Synthesis of these statements revealed that classrooms were organized around teacher-centered, wholeclass, pedagogic activities supporting a 'transmission' mode of teaching. this supported the earlier perception that there was a lack of communicative activities in CL T classrooms. Arising out of these findings were a number of implications for the teachers in the sample, for the college of education which had produced these teachers, and for the Eastern Cape Department of Education. It was suggested that there should be a commitment on the part of the teachers to CLT, a sensitivity on the part of the college to the need for sound theoretical and practical pre-service training for prospective ESL teachers, and the recognition on the part of the Department of a need for a comprehensive programme of CL T in-service training.
Language Education Arts and Culture
D. Ed. (Didacticts)

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Randela, Rudzani Justice. « Teaching of HIV and AIDS in Secondary Schools ». Diss., 2010. http://hdl.handle.net/11602/1022.

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Skoupra, Aikaterini. « The teaching of modern Greek in South African secondary schools ». Thesis, 2014. http://hdl.handle.net/10210/12523.

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M.A. (Greek)
In the current research our interest lies in the teaching of Modern Greek in South African secondary schools. That is why we initially researched the South African and the Greek educational policies. In the first chapter we explored the social background on which contemporary South African educational policy is founded. In the Post–Apartheid society of this country, schools did not consist of students speaking the same language. As a result, one of the South African educational policy pursuits was the recognition and enhancement of multilingualism. This resulted from the social orientation towards respect of one’s right to be different. Within this framework, teaching Greek in the South African educational system as a second additional language, was established. This fact upgraded the position of the Greek language placing it amongst the South African educational subjects and offering to high school students a powerful motif to learn it, especially the ones of Greek origin. To the teaching of Greek in South Africa special consideration was given by both the Greek communities and the Greek government. This is the reason why we studied the Greek educational policy for the Greeks of the diaspora and why we examined the way in which this policy influences the teaching of the Greek language, in chapter two. Thus, we understood that the basic principles and the values promoted through the legislation of both countries, Greece and South Africa, as far as their teaching policies are concerned, coincide in showing respect to the human being. The right to be different is also a common value in both Greek and South African educational policies. Furthermore, there is no difference of methods to be followed, as far as the teaching of languages is concerned. Later though, analyzing the most recent Greek legislation on the diaspora education, we have noticed changes on the support of educational units. Thus, in fact, while the regulations regarding the support, both in equipment and by sending teacher to the diaspora, are maintained as far as South Africa is concerned, the support from the Greek government to the communities as such for the teaching of Greek became more limited.

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Madondo, Nkosinathi Emmanuel. « Teaching literature for critical thinking in secondary school ». Thesis, 2012. http://hdl.handle.net/10413/9566.

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This dissertation describes critical participatory action research study aimed at developing the capacity of learners to think critically in the context of a classroom in a South African Secondary school (and beyond). The data were qualitative in nature, and were generated through Govender’s (2008) 1949 short story prescribed for grade 11 in 2010. Informal discussions, classroom observations, semi-structured interviews, critical thinking tasks as well as learners’ assignments were the instruments inductively used for data production, interpretation and analysis. This process was guided by critical questions regarding the tasks’ characteristics, their position in the teaching sequence, the role of the learning environment, and the need to design activities which would effectively promote critical thinking. A reflexive critical paradigm to claims to knowledge particularly in terms of how knowledge emerges through the relationship between the knower and the known, how reality was explained in this study as well as in terms of the ways and means of producing evidence, was adopted. Orthodox Marxism, not approached from an economic deterministic and functionalist perspective was chosen as a theoretical frame for the study. This study was conceptualised in terms of literary works, ideology, historical materialism, dialectical materialism, critical thinking as well as practice. Constructivism as well as Reader Response theories emerged as being most likely to promote success in developing critical thinking skills. These theories were found to be relevant when evaluated against criteria of active engagement and interest by learners, attainability with effort, display of critical thinking traits, and compatibility with the South African curriculum. In these theories an interesting problem is posed at the start of a section, after which direct instruction and learner engagement with the problem run parallel to one another, linked by scaffolding tools which are engaged with both, individually and collaboratively. Data analysis demonstrated that it is possible, employing particular strategies and tasks, to promote the capacity of learners to think critically, even beyond the classroom context, while meeting the curriculum outcomes, although the intense pressure of the curriculum made this a challenging task, it must be acknowledged. Nevertheless, there is still a need of research that would enable learners to realise that literature has no direct relation with reality and that literature cannot produce a utilitarian totalising perspective of reality. In order to write about other things implies that a writer has to stop writing about others. Tasks design characteristics and positioning in the teaching sequence, and the conditions of the learning environment, were found to affect a tasks’ effectiveness at promoting critical thinking. Various teaching strategies in line with tasks that have a potential to promote critical thinking and theories can improve attainability by wider range of learners.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

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Chetty, Mark. « Comparing school based assessments with standardised national assessments in South Africa ». Thesis, 2016. http://hdl.handle.net/10539/20787.

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Thesis submitted in fulfilment of the requirements for the PhD degree of the University of the Witwatersrand Johannesburg, 2016.
This study compares school based assessments to standardised national assessments in South Africa. The purpose of this research was to understand widespread evidence of a discrepancy in South Africa between the judgements of mathematical achievement made within internal school-based assessments (SBA) and external standardised national assessments (SNA). The study considers the possibility of a mismatch between the design feature rules of SBA and SNA and explores the nature of this discrepancy at a Grade 6 level in three different school settings (suburban, township, and inner-city). The context of the study was characterised by the aims espoused for assessment in South African national policy interpreted in terms of an activity theory-based nested conceptualization of motives, goals and operational activities. Specific interest was directed at how operations or design features at national policy document level come to function as “rules” for SNA and SBA activity systems. The study was then directed towards explanations and findings on discrepancies between advocated rules and espoused design feature rules interpreted from an analysis of artefacts in SNA and SBA. The key artefacts analysed in the study were the Annual National Assessment (ANA) designed by the Department of Basic Education and the internal SBA assessments designed by Grade 6 teachers. The study shows that motives and goals that advocate design rules are inferred from a curriculum implementation discourse, with less emphasis on psychological needs and curriculum standards. The enacted activities are considerably varied across school settings. This is evidenced by lower levels of coverage and range and scope of questions in the township school in comparison to the suburban and inner city schools, even when the local district is a protagonist. Across activity systems, comparative analysis of SNA and SBA artefacts showed that there were critical disjunctures leading to deviations from suggested design features, with the state driven ANA and district mediation tools unable to close the gap. The study concludes with notable theoretical and policy implications for thinking about Grade 6 SNA and SBA activity systems in South Africa.

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Samuels, Kinsa Gita. « Project work as a biology teaching strategy ». Diss., 1995. http://hdl.handle.net/10500/17659.

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The purpose of this investigation was to establish the role of project work in the teaching of biology. Questionnaires were sent to biology teachers and judges of a project competition. Participants of this competition were asked for positive and negative aspects of project work. Teachers indicated that the entire range of objectives of biology teaching can be achieved by project work. Judges of Expo felt that most of the objectives were achieved. Pupils expressed similar sentiments. However, teachers felt that... (a) there were several factors which limited the use of project work as a regular teaching strategy. (b) objectives concerned with inquiry skills, attitudes and values were difficult to achieve in normal classroom teaching. It is therefore, imperative that educational authorities do all they can in promoting project work as a teaching strategy in biology.
Curriculum and Instructional Studies
M. Ed. (Didactics)

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Jonhera, Phaison. « Resourcing learner errors and misconceptions in the teaching and learning of statistics at grade 11 level ». Thesis, 2018. https://hdl.handle.net/10539/27176.

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A research report submitted to the Faculty of Humanities, School of Education, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education, September 2018
Access to mathematical concepts has for long been a major talking point, not only in South Africa, but throughout the world. Sadly, debate on ways of assisting learners to improve their understanding of mathematical concepts appear not to be yielding desirable results. One of the major barriers to effective and meaningful mathematics learning is errors which usually arise from misconceptions. To my knowledge and experience, learners hold a lot of misconceptions in the area of variability of data. In spite of this, little ground has been covered in misconception research around the study of statistics. In this regard, the study aimed at establishing the nature of errors which arise from misconceptions which learners hold particularly in representing and interpreting variability of data on ogives, frequency polygons and box plots. In addition, the study sought to establish the extent to which teaching intervention could assist towards error minimisation. Using ideas of constructivism and sociocultural theory, the study involved a group of eighteen Grade 11 learners and the researcher. It was conducted at a township high school in Gauteng, South Africa. The researcher was involved in the delivery of ten lessons on statistics. Upon completion of the topic, two tasks were assigned to learners prior to as well as after conducting a constructivist-based intervention lesson. The rationale for conducting the lesson was to determine the extent to which remediation could assist in minimising incidences of these errors. In order to capture as much data as possible, particularly on the thinking behind the errors, an interview was conducted on a sample of four learners. The study found that most errors made by learners emanated from application of irrelevant prior knowledge (conceptual errors) which led to the use of unsuitable methods (procedural errors). Through interviews, it emerged that misconceptions in the study of statistics arise from poor language proficiency. Learners struggled to express themselves in giving verbal responses to questions posed to them by the interviewer. The study recommends that teachers should always use the language of teaching and learning all the time so as to enable learners to improve their communication skills as well as enhance understanding of statistical concepts. Moreover, this study recommends that future studies be carried out on the statistical content knowledge of teachers as this could be yet another source of misconceptions held by learners in statistics.
XL2019

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Adler, Jillian Beryl. « Secondary school teachers' knowledge of the dynamics of teaching and learning mathematics in multilingual classrooms ». Thesis, 2016. http://hdl.handle.net/10539/20918.

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This is a study of secondary mathematics teachers' knowledge of the dynamics of learning and teaching mathematics in multilingual classrooms in South Africa. It probes teachers' articulated and tacit knowledge through a qualitative methodology that includes In-depth interviews, classroom observations, and reflective workshops. The sample is purposive and theoretical, comprising SIX teachers drawn from three different multilingual school contexts. Categories of description and analytic narrative vignettes enable a qualitative, layered analysis of what the teachers said and how they acted.

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Sukhdeo, Swathi. « An exploration of mathematics learner transition from primary school to secondary school ». Thesis, 2011. http://hdl.handle.net/10413/9625.

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This research study explores six primary school learners’ transition to secondary school and the influences that this may or may not have had on their mathematical performances. The study was carried out over a seven month period, that being the latter part of their final primary school year until the end of the first term of high school (October 2010 to April 2011). Various data collection methods were employed to retrieve information and much literature was used to inform this study. In the chapters to follow there are detailed descriptions of various stakeholders in the transition process as well as the factors that affect mathematics learning. The analysis of data reflects the findings of this study and discusses some of the implications regarding mathematics teaching and learning that should considered during the transitional period from primary school to secondary school.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2011.

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