Thesis (Ph.D.)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Bibliography: leaves 344-366.

The research deals with an aspect of communication which could effect the teaching/learning situation, namely communication apprehension. The research also deals with cooperative group work, and the role that it plays in reducing communication apprehension. A review of literature concerning cooperative group work, communication apprehension and the role of the educator was conducted in order to establish which factors could affect the role that these variables play in the classroom situation. A general survey of educators was distributed to all the English first language schools in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North West province, and the data was analysed by the researcher. The Personal Report of Communication Apprehension (PRCA) was used as an instrument to measure the learners communication apprehension. The responses were analysed with the assistance of the Statistical Consultant Service of Potchefstroom University for Christian Higher Education. The study was two-fold: to determine if educators in the English first language primary schools in the KOSH area of the North West province, were implementing cooperative group work models in their classrooms, and to determine if the Grade 7 learners in these schools experienced communication apprehension. The study also aimed to determine if cooperative group work lessened the degree of communication apprehension experienced. The first section of the study indicated that the educators in these schools were indeed implementing cooperative group work models, although 36.6% of these educators had not received any formal training in the implementation of cooperative group work in their classrooms. The second section of the study, the empirical study, indicated that the study population experienced an average communication apprehension of 47.7%. Afrikaans female learners experienced the lowest average communication apprehension of 44.2%, while Afrikaans male learners experienced the highest average communication apprehension of 54.8%. The study indicated that L1 learners and ESL (English second language) learners experience comparative levels of communication apprehension. The study also indicated that for each of the L1 and ESL groups, group work communication apprehension was lower than all other communication apprehension contexts. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

The research deals with an aspect of communication which could effect the teaching/learning situation, namely communication apprehension. The research also deals with cooperative group work, and the role that it plays in reducing communication apprehension. A review of literature concerning cooperative group work, communication apprehension and the role of the educator was conducted in order to establish which factors could affect the role that these variables play in the classroom situation. A general survey of educators was distributed to all the English first language schools in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North West province, and the data was analysed by the researcher. The Personal Report of Communication Apprehension (PRCA) was used as an instrument to measure the learners communication apprehension. The responses were analysed with the assistance of the Statistical Consultant Service of Potchefstroom University for Christian Higher Education. The study was two-fold: to determine if educators in the English first language primary schools in the KOSH area of the North West province, were implementing cooperative group work models in their classrooms, and to determine if the Grade 7 learners in these schools experienced communication apprehension. The study also aimed to determine if cooperative group work lessened the degree of communication apprehension experienced. The first section of the study indicated that the educators in these schools were indeed implementing cooperative group work models, although 36.6% of these educators had not received any formal training in the implementation of cooperative group work in their classrooms. The second section of the study, the empirical study, indicated that the study population experienced an average communication apprehension of 47.7%. Afrikaans female learners experienced the lowest average communication apprehension of 44.2%, while Afrikaans male learners experienced the highest average communication apprehension of 54.8%. The study indicated that L1 learners and ESL (English second language) learners experience comparative levels of communication apprehension. The study also indicated that for each of the L1 and ESL groups, group work communication apprehension was lower than all other communication apprehension contexts. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

The main purpose of this study was to compare the effectiveness of conceptual change oriented instruction accompanied with cooperative group work and traditionally designed instruction for removing misconceptions related to acid-base concepts. In this study 33 tenth grade students from two classes from METU Development Foundation Private School in the spring semester of 2003-2004 participated. There were two groups in the study. Students in experimental group received conceptual change oriented instruction with cooperative group work, and students in control group received traditionally designed instruction over a period of six weeks. Acid-Base Concept Test was administered to both groups as pre- and post-test. Students were also received Science Process Skill Test to determine their science process skills as pre-test and Attitude Scale Toward Chemistry to measure their attitudes toward chemistry as pre- and post-test. The hypotheses were tested by t-test, ANCOVA, and ANOVA. The results showed that the students in experimental group had significantly higher scores with respect to achievement related to acid-base concepts than the students in control group. On the other hand, there was no significant difference between attitude mean scores of students in experimental and control groups. Also, science process skill was a strong predictor for the achievement related to acid-base concepts. Alternatively, there was no significant difference between girls and boys in terms of understanding of acid-base concepts and attitudes toward chemistry. Alternatively, there was no significant interaction between gender and treatment on understanding of acid-base concepts and attitudes toward chemistry.

The researcher investigated the management of multi-grade teaching for optimal learning in Gauteng West primary schools. Ten participants, including school principals, heads of departments and educators participated in individual and focus group interviews and in observation of multi-grade classroom contexts. Findings revealed that educators involved in multi-grade teaching feel overwhelmed by challenging work conditions pertaining to large learner numbers and a lack of adequate didactical resources. This is exacerbated by a lack of professional development by means of tailor-made training for multi-grade teaching and the presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in a multi-grade teaching context. This leaves educators socially, emotionally and professionally isolated. Recommendations include the involvement of seasoned educators with expert knowledge and experience of multi-grade teaching to present training sessions constituting advice and support to inexperienced educators involved in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)