M.Ed. (Mathematics) / The rising of the problem whether competency based education (CBE) programs produce better results than conventional edu - cational report. methods has been investigated and discussed in this A comprehensive literature study indicated that the upholders of the CBE program advocated beter results than the conventional educational methods. Research showed positive results. An empirical research on the micro-level was launched to de - termine whether this was the case or not. The procedure was to use a group N1-students, at a technical college of the Department of Education and Training, who were not familiar with the N1-Mathematics syllabus. An experimental group as well as a control group was selected at random. The experimental group was subjected to the CBEmethod and the control group to the conventional method of teaching of N-Mathematics. Prior to the research both groups were subjected to a standard N1-Mathematics test without preparation. These results were used for the pretest. The national N1-Mathematics examination was used for the post test, after completion of the course. The pretest results were compared to determine whether there was a significant difference in the level of the foreknowledge of the two groups...

Traditional mnemonic methods of teaching vocabulary in the Second Language (L2) classroom are not providing the students with sufficient vocabulary knowledge to facilitate effective communication, i.e. students do not use the words they have learnt for communication as textbook presentation and drill do not ensure student use of these same structures in the student’s own spontaneous expression (Savignon, 2000). The strategies to facilitate meaning-vocabulary1 learning as part of a wider outcome to teaching elements of functional communication in a multilingual society is not clearly defined in the Revised National Curriculum Statement (DoE, 2003). This research report set in a constructivist framework, will attempt to raise awareness in language teachers of a need to recognize the importance to facilitate meaning-vocabulary in L2 in OBE and collaborative learning. The aim of this research was therefore to find an effective strategy to facilitate collaborative L2 meaning-vocabulary learning to develop functional communication. The research question in this study was: * How can facilitators more effectively guide collaborative meaning-vocabulary learning to improve functional communication? Secondary questions to this study were: * Why do L2 facilitators not spend enough time on collaborative meaning-vocabulary learning? * What is the role of the facilitator in L2 collaborative meaning-vocabulary learning through communicative teaching strategies? * How should meaning-vocabulary be taught to ensure students acquire the ability to use the L2 critically and creatively in functional communicative situations outside the classroom? I have set my methodology in a qualitative paradigm, used an action research design, made use of interviews and interpreted the interviews to clarify the research topic by means of a ‘thick description’ (Henning, et al. 2004:142). The data used in this research were not only gathered from describing and analyzing the practices of the classroom community, but it also originated in real life classroom situations and both of these are characteristics of action research (Burns, 2000). I have used different data collection methods to ensure the validity of the findings and the recommendations. The methodology used to gather the data guided me to explore qualitative content analysis, grounded theory analysis and to a lesser extent discourse analysis. I have used these three methods to condense the data to find some meaning in the form to enable me to construct a theory around facilitating meaning-vocabulary learning, i.e. construct my own interpretive text. Qualitative content analysis was the basis for grounded theory analysis, while the discourse was dissected to find alternative proof for the findings. Some of the findings included guidelines which a teacher should keep in mind when facilitating meaning-vocabulary learning: 1. Know your students. 2. Keep meaning-vocabulary learning enjoyable – use different strategies when possible, but let them ‘construct’ their own knowledge. The students must ‘do’ something when they are learning meaning-vocabulary. 3. Encourage the students to use the words during functional communication exercises and essay writing. 4. Encourage the students to engage in their L2 inside and outside the classroom as often as possible, e.g. listen to radio, watch television, engage in conversation with friends or family in the L2. 5. Focus on meaning-vocabulary in communicative language. 6. Engage in conversation with your students as often as possible, not only about a theme or topic but also about their experiences and feelings in your classroom. 7. Use pictures to explain word meanings. Let them create their own images where possible. 8. Use the new meaning-vocabulary during discussions. / Mr. W.A. Janse van Rensburg

M.A. (Public Management and Governance) / The Preamble of the South African Schools Act, 1996 (Act 84 of 1996) states that it is the goal of the South African government to provide all learners with a high quality education. However, despite this goal, academics, scholars and social commentators concur that the public education system in South Africa is in crisis. Nevertheless, there is agreement that there has been an improvement in the numbers of learners enrolled at schools and the pass rates in public education, but not in the quality of education. In support of this statement, commentators refer to international surveys that show that the majority of learners are underachieving in key learning areas such as reading, mathematics and science. Many of the commentators ascribe the situation to the underperformance of educators. Research conducted by Van der Berg et al. (2011) suggests that a possible solution to the problem would be to help educators to improve their teaching outputs and outcomes in the classroom. This, in turn, implies that a tool such as a laptop loaded with the relevant and appropriate software and the additional required technology would assist educators in improving their teaching outputs and outcomes. Ms N Pandor, the former Minister of Education, announced the Teacher Laptop Initiative (TLI) in 2009. In his response to the State of the Nation’s address in June 2009 President Zuma endorsed this initiative and stated that the objective of the TLI is to provide every educator with both a laptop and access to the Internet and that the initiative should be seen as an incentive to help educators to improve the quality of education in schools. However, evidence shows that educators have not received the subsidies to procure the laptops as promised by government. The study sets out to investigate the implementation of the TLI and, thus, the aim of the research was to conduct a formative evaluation of the implementation of the TLI. The research was conducted within a qualitative research paradigm and the data were collected using both the TLI policy document and the findings resulting from the purposive, face-to-face interviews that were conducted with key stakeholders. This data were analysed through the application of the content analysis method.

M.Ed. / The influence of an outcomes-based education program on the study attitude of learners forms the theme for this research. During 1995, the management team of a Technical College took a strategic decision to implement pilot programs in outcomes-based education. The author was appointed as project manager for these pilot programs. This research is based on the pilot program in the following course: National Certificate: Orientation to N1-Engineering. The research has been undertaken to determine whether there is a significant difference in the study attitude of learners after they have completed an outcomesbased education course. From the literature survey on study attitude, a correlation was established between study attitude and academic performance. A high measure on a standardised study attitude scale would indicate a high measure of academic performance. The underpinning theory of outcomes-based education was identified in a literature survey. This underpinning theory formed the base for the design of the outcomesbased education pilot course. The research method consists of the application of study attitude-questionnaires to learners in both the experimental and control groups followed by a focus group interview with learners in the experimental group. After a thorough study of the results, the following conclusions were made: Learners that completed an outcomes-based education program choose to carry on with outcomes—based education programs rather than return to normal educational programs. Learners find the dynamics of working in groups conducive to learning and misses this aspect of outcomes-based education when placed back in a normal classroom. The lecturer as facilitator in the outcomes-based classroom is seen as approachable and helpful while the lecturer in the normal classroom is seen as authoritarian and unapproachable. Learners find being assessed on outcomes of learning in a holistic way, rather than purely writing tests and exams, very conducive to successful learning. Outcomes-based education can be a successful educational model for South Africa. This was my personal experience during this pilot course in working with learners from traditionally underprivileged groups.

M. Ed. (Educational Management) / The aim of this research study was to examine educator attitudes in the implementation of Curriculum 2005 at Katlehong Secondary Schools. The research study indicate that educators are faced with challenges in their endeavors to implement curriculum 2005. Research findings revealed that inadequate training of educators has a negative impact in the implementation of Curriculum 2005. Overcrowding in the classroom creates difficulties in the delivery of Curriculum. There is a need for well coordinated in-service training for educators.

M.Ed. / New vistas for research among educationists are being introduced through the implementation of the Revised National Curriculum Statement (RNCS), the second phase of Outcomes-Based Education (OBE) in South Africa that will be put into practice for the Foundation Phase from 2004. This essay seeks to engage at grassroots level with the people who are experiencing the new dispensation in the teaching of Literacy in the Foundation Phase: the educators, the learners and their parents and the district officials. It is a vital part of the change process, and the sustaining of the Revised National Curriculum Statement (RNCS), that the present reforms are encouraged at all centres of learning: to this end educators are being trained during their holidays. The revised curriculum aims are empowering both learners and educators, with a particular emphasis on offering learners the necessary opportunity to equip themselves for life in society once they have finished school. The setting of the study is a school in Gauteng, 90% of whose learners are from the informal settlement of Bekkersdal with its highly congested homes. The overcrowding in the shacks contributes to the difficulty of the learners in the area to master their work, and it is left to educators in the area to bear full responsibility for the education of the learners, for parents in the area are unable to be involved in the process for most of them are illiterate. Individual educators in the school, aware of the sociological factors that impact in a negative manner on the schooling in the area, are expected to “go an extra mile” to empower learners so that they, becoming literate, have the opportunity to construct knowledge by means of knowledge sharing, exploration, asking questions and active participation in the classroom. / Dr. M.C. van Loggerenberg

M.Ed. (Mathematics Education) / This research aimed to explore errors associated with the concept of fractions displayed by Grade 5 learners. This aim specifically relates to the addition and subtraction of common fractions. In order to realize the purpose of the study, the following objective was set: To identify errors that learners display when adding and subtracting common fractions. The causes which led to the errors were also established. Possible ways which can alleviate learners' misconceptions and errors associated with them were also discussed. The study was conducted at Dyondzo (Fictitious name) Primary School, Vhembe District in Limpopo Province. The constructivist theory of learning was used to help understand how learners construct their meanings of newly acquired knowledge. It was a qualitative study where most of the data and findings were presented with think descriptions using descriptive analysis techniques. A group of forty nine learners was selected purposively within two classes of Grade 5 to write the class work, home work and test on addition and subtraction of fractions. Learners were interviewed and so were two teachers. The five teachers also completed a questionnaire of five questions to supplement the interviews. The study found that learners made a number of errors in the addition and subtraction of fractions, including conceptual errors, carelessness errors, procedural errors and application errors. This finding supports findings that primary school children experience difficulties when learning the concept of fractions.

Educators are experiencing problems in effectively implementing RNCS in the public primary schools in the Ekurhuleni-West district. These problems, in both the Foundation and Intermediate Phases, include poor educator training and development, the scarcity of resources, the added educator workload in implementing the new curriculum and the poor leadership styles of the SMTs. The inability to effectively implement RNCS in the classroom is further exacerbated by minimal educator participation and consultation when the new curriculum was being drafted. Such problems could lead to educator frustration, low morale and demotivation that would negatively affect the quality of teaching and learning in the classroom. It is on this basis that a research study is justified. The research question is “How effective is the implementation of RNCS in the public primary schools in the Ekurhuleni-West district?” / Mr. T.S Hlongwane

M.Ed. (Educational Psychology) / The main purpose of this study is to determine whether pupil quality influences educational standards. The development and growth of pupils are the result of hereditary and environmental factors. Environmental factors inter alia include the school's and teacher's involvement with pupils. The role that the school plays in the life of the pupil, is very important for his development. The school is the pupil's living place in which he becomes involved with his peer group. The pupil has to learn to socialise and to respect authority. Knowledge becomes unlocked through the pupil as well as for him. The school is the preparatory phase for his adult life. The qualities that the pupil obtains during his school years, largely determine the career that he will follow, his social status, his economic welfare and his self-concept. The empirical component of the investigation was based on the implementation of a questionnaire. Concerning validity and reliability, a principal component analysis (P.C.A.) was followed by a principal factor analysis (P.F.A.) in the first order analysis. This was followed by a second order P.C.A. and P.F.A. The variables resulting from this factor analysis procedure were then subjected to an item analysis. The identified variables, i.e, sex differences, educational qualifications, occupation, primary and secondary schools, school models, permanent place of residence, religion, marital status, children and income, were used to investigate the importance of pupil qualities and educational standards. The most important findings are: The majority of respondents regards pupil quality as a very important determinant which can influence educational standards. Great emphasis should be placed on reading in primary schools. Pupils with specific reading problems should receive continuing formal reading tuition in the secondary schools. Rationalisation within the teaching profession should not have an effect on support classes and remedial education. As far as achievement oriented education is concerned, care should be taken to ensure that pupils with problems and needs receive the necessary attention. The primary aim should be child centred education.

The International Public Relations Association (IPRA) in their Gold Paper No.7 (1990:6) recognises two schools of thought about education and training for public relations : one that it is preparation for a technician level post and the other that it is preparation for management. These two approaches broadly represent that of public relations education in the USA and that in Europe, respectively. These two different approaches differ markedly. South African tertiary education utilises both of these approaches, university education in public relations following the European model, and technikon education following the model of the USA. This has created confusion in industry and, as a result, graduates of both universities and technikons are often not given due recognition. It also results in public relations not realising its true potential. Added to the foregoing, there are fundamental problems in the field of public relations itself, such as its lack of definition and also of scientific status and professionalism. South Africa is currently introducing an outcomes-based approach to education throughout its tertiary education system. While the introduction of a particular curriculation approach such as outcomes-based education would be problematic in the general sense because of the fundamental problems of public relations, it is particularly so in the South African context where public relations education is being offered in accordance with the two different approaches to education. For this reason, this study seeks to provide guidelines for the curriculation of technikon level public relations education within an outcomes-based approach to education. The compilation of a set of guidelines for technikon level public relations education will serve a useful purpose in several directions, as set out below:- (1) The confusion in South African industry with regard to the recognition of the abilities of public relations graduates can be alleviated. (2) The path can be opened for the accreditation of public relations graduates to be instituted. (3) The chances of graduates gaining managerial positions and of becoming members of the dominant coalition of an organisation and of being able to utilise the Excellence Model of public relations practice will be promoted. (4) Research is more likely to be theoretically-grounded and is likely both to increase in volume and to make a worthy contribution to development in South Africa. (5) The chances of the fundamental problems of the field of public relations being engaged will be enhanced and this could make significant contributions to the field on a generic scale. (6) The fulfilment of the requirement of The White Paper (1997) that South African tertiary education carry out its function with economy and efficiency will be facilitated. In order to fulfil the primary purpose, current approaches to tertiary level public relations education will be analysed and assessed in various contexts; weaknesses and strengths in current curriculation perspectives adopted for tertiary level public relations education will be identified; the impact of the educational context on the curriculation of technikon level public relations courses will be analysed; and a theoretical framework for understanding the context of technikon tertiary level public relations education will be developed. The foregoing yield information for the compilation of guidelines and recommendations for technikon level public relations education in South Africa. / Prof. S. Verwey