The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring and safeguard quality education for all, and to amend the previous education inequalities among all racial groups. Hence, the new curriculum that was introduced by the National Department of Basic Education was meant to be a drastic departure from the school curricula of the apartheid administration. One critical innovation sought was to replace a teacher-centred curriculum with a learner-centred curriculum. The emphasis of this study, therefore, was to determine the level to which learner- centred teaching has been adopted by rural and underdeveloped schools. The selection of rural schools was informed by the obvious differences that still persist between the former Model C schools and those that were predominantly black and underdeveloped, particularly in terms of resources and the quality of teachers. Given the fact that the main feature of the Outcomes Based Education (OBE) that was introduced from 1996 is that it is resource-reliant, the main research question of the study was therefore: How do educators in rural and underdeveloped schools cope with a learner-centred teaching as part of the curriculum innovation? In order to riposte to the study’s main question, the researcher used qualitative research methods to discern data from Physical Sciences teachers, learners and Physical Sciences Heads of Departments (Hods) from the selected schools. In addition, the researcher conducted classroom teaching observations, analysed relevant documents and interviewed some participants to determine their views and experiences on using a learner-centred approach. The findings of the study revealed many challenges to rural schools in adopting and implementing a learner-centred approach. These include the lack of relevant resources, poor quality of teachers, insufficient and inappropriate teacher-support programmes for teachers as well as the rural environmental challenges. The overall conclusion of the study is that, after two decades since the introduction of a learner-centred approach in South Africa, rural schools have not yet managed to adopt and implement learner-centred pedagogy as an important part of the post-1994 educational innovations. The researcher finds it ironic that apartheid education was demonized for promoting inequality around racial lines. Sadly, the post-apartheid innovations have yet to address equality among the racial groups and areas of resident. The inability of rural schools to adopt and implement learner-centred approach is depriving black and rural learners of quality learning. They are still subjected to a teacher-centred learning which does not assist them to acquire required skills which can help them to compete with those learners who are attending affluent urban schools. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study was motivated by the lack of in-service training in cooperative learning and science process skills whereas both are emphasized in the new natural sciences curriculum. The aims of the study were to determine the influence of cooperative learning on the development of science process skills. Two classes were selected from two rural schools for inclusion as case studies of this research. These classes were taught using the Jigsaw and Group Investigation methods of cooperative learning respectively. Pre- and post-tests were administered on the two classes and the influence of these methods on learners' achievement on four process skills were determined. Mixed results were found with regard to the influence of the two cooperative learning methods on the development of learners' process skills of observation, controlling variables, graphing and experimenting. / Educational Studies / M. Ed. (Natural Science Education)

Text in Afrikaans / Leerders wat uit swak sosio-ekonomiese omstandighede kom, die sogenaamde milieu-geremde leerders, se prestasie in geletterdheid is dikwels baie swakker as diegene wat uit meer bevoorregte huise uit kom. Skryf, as ‘n kernaspek van geletterdheidsvaardighede, kan tereg beskou word as een van die ingewikkeldste vaardighede. Die bemeestering daarvan stel ‘n bykans onbereikbare eis aan die milieu-geremde leerder en kan grootliks toegeskryf word aan die leeragterstande wat sulke leerders ondervind. Die probleem word dikwels vererger deur ‘n gebrek aan opvoederbekwaamheid en die algemene afwesigheid van goeie onderwys waar hierdie leerders skoolgaan. Hoewel baie ingrypingsmaatreëls en strategieë deur die Wes-Kaapse Onderwysdepartement (WKOD) en ook die Departement van Basiese Onderwys (DBO) al van stapel gestuur is om die talle uitdagings rondom veral geletterdheidsprestasie hok te slaan, blyk dit dat ingrypings om leerders se skryfvaardighede te verbeter, dikwels afgeskeep word. Hierdie konstruktivistiese studie was daarop gemik om ‘n omvattende ondersoek te doen en die uitdagings wat milieu-geremde leerders ten opsigte van skryfvaardighede ondervind, op ‘n holistiese wyse binne die konteks van arm plattelandse skole aan te spreek. Hierdie kwalitatiewe ondersoek is uitgevoer by nege plattelandse skole in die Weskusdistrik van die Wes-Kaap. Taalopvoeders in die Intermediêre Fase is in die studie betrek. Die skole is geleë in woongebiede waar opsigtelike tekens van swak sosio-ekonomiese omstandighede voorkom, en gekies vanweë hulle status as skole in die laer kwintiele. Die teoretiese perspektiewe van Piaget, Vygotski, Bronfenbrenner en Bandura met hul fokus op sosiokulturele teorieë van leer, is bestudeer. Bepaalde strategieë en beginsels is vanuit hierdie perspektiewe met hierdie studie in verband gebring. Die bevordering van skryfvaardighede in die konstruktivistiese klaskamer is bestudeer met klem op Brian Cambourne (1934-) se invloedryke werk wat fokus op die voorwaardes vir leer en ook op die wyse waarop opvoeders ‘n klaskameretos kan skep om goeie skryfvaardighede te ontwikkel. Die konstruktivistiese beskouing het ook die dataversamelingsproses gerig en uit die data is temas en subtemas geïdentifiseer wat bespreek en ontleed is. Bevindinge in hierdie navorsing het getoon dat skryf ‘n ingewikkelde aktiwiteit vir beide opvoeders en leerders is en dat die onderrig en bevordering daarvan in vele opsigte te kort skiet. Opvoeders beskik oor beperkte kennis en begrip ten opsigte van die onderrig en assessering van skryfvaardighede. Die bevindinge toon ook dat min maatreëls in plek is om die eiesoortige eise wat milieu-geremde leerders stel, aan te spreek. Die studie het ook getoon dat die ouers van milieu-geremde leerders ‘n belangelose, apatiese houding teenoor hul skoolwerk openbaar. In ‘n neutedop kan gesê word dat hierdie studie getoon het daar beslis baie meer gedoen moet word om nie net die skryfvaardighede van milieu-geremde leerders by armer plattelandse skole te verbeter nie, maar dat daar ook indringend na oplossings gesoek moet word vir die talryke ander uitdagings wat milieu-geremde leerders by plattelandse skole ervaar. / The performance in literacy of learners hailing from poor socio-economic circumstances, the so-called environmentally deprived learners, is often much poorer than those from more advantaged homes. Writing, as a core aspect of literacy skills, can rightly be viewed as one of the most complicated skills. The mastering thereof puts an almost unattainable demand on the environmentally deprived learner. This situation is largely attributed to the learning deficit experienced by such learners. The problem is often exacerbated by a lack in educator proficiency and the general absence of good education where these learners go to school. Although many intervention measurements and strategies have been initiated by the Western Cape Education Department (WCED) and the Department of Basic Education (DBE) to inhibit the many challenges surrounding especially literacy performance, it would seem that interventions to improve learners’ writing ability is often neglected. This constructivist study was aimed at undertaking an encompassing investigation and to address the challenges that environmentally deprived learners experience in terms of writing skills in a holistic manner within the context of poor rural schools. This qualitative investigation was executed at nine rural schools in the West Coast district of the Western Cape. Language educators in the Intermediary Phase were involved in the study. The schools are situated in areas where there are visible signs of poor socio-economic circumstances, and chosen for their status as schools in the lower quintiles. The theoretic perspectives of Piaget, Vygotski, Bronfenbrenner and Bandura, with their focus on socio-cultural theories, were studied. Specific strategies and principles from these perspectives were aligned with this study. The promotion of writing skills in the constructivist classroom was studied, with a focus on the influential work of Brian Cambourne (1934-), which focuses on the conditions for learning and also the way in which educators can create a classroom ethos to develop good writing skills. The constructivist view also guided the data collection process and from the data themes and subthemes were identified that were discussed and analysed. Findings of this research has shown that writing is a complicated activity for both educators and learners and that the teaching and promotion thereof are lacking in many aspects. Educators have limited knowledge in respect of the teaching and assessment of writing skills. The findings also show that few measures are in place to address the unique demands made by environmentally deprived learners. The study has also shown that the parents of environmentally deprived learners display an uninterested, apathetic attitude towards their schoolwork. In a nutshell it can be said that this study has shown that there is indeed much to be done not only to improve the writing ability of environmentally deprived learners in poorer rural schools, but that solutions should also urgently be sought to the countless other challenges experienced by environmentally deprived learners in rural schools. / Curriculum and Instructional Studies / D. Ed. (Kurrikulumstudies)

The purpose of this research is to examine the impact of instructional leadership on the culture of teaching and learning in ten rural schools of the Eastern Cape categorised as performing and under performing schools. The research utilises the transformational leadership theory in its theoretical analytical framework as the model for effective leadership. The research argues that principals’ instructional leadership can significantly improve teacher engagement, teacher collaboration and learner performances in the ten rural schools. The study draws on the qualitative research methodology, instruments utilised are interviews of teachers, principals and top education officials within the Buffalo City Municipality. Past matric results of the rural schools under consideration were retrieved from the archives of the National Senior Certificate Results to measure the impact of instructional leadership on the culture of teaching and learning and learners’ performances. The study concludes that there is a relationship between instructional leadership and learners’ outcomes. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

The study was carried out to: (1) determine the relationship between English and mathematical literacy scores at Grade 12 in Moloto Circuit, (2) understand and describe the learning difficulties experienced by learners when English language was used as a medium of instruction, and (3) suggest guidelines that could be used in teaching mathematical literacy. Regression and correlation analyses were carried out to determine the functional and strength of relationship between English language and mathematical literacy in the ten schools of Moloto Circuit. The views of the learners on the use of English language in the learning of mathematical literacy and the use of technical terms were sourced and analysed. The views of the educators about the use of English language as the medium of instruction were also analysed. A mixed approach methodology was used since both quantitative and qualitative methods were employed. The target population consisted of 305 learners who wrote the Grade 12 public examinations in 2016, 585 Grade 12 learners and 10 educators who completed questionnaires in January 2017. A census approach was carried out because everyone in Moloto Circuit doing Mathematical Literacy at Grade 12 level and their educators were studied. Grade 12 results for English and Mathematical Literacy for the 2016 academic year were collected and analysed. Questionnaires with closed and open-ended items were administered on Grade 12 learners and educators for the 2017 academic year in January 2017. Results in the ten schools showed that there was a positive relationship between performances in the two areas. In all cases the computed correlations were significant. This suggested that English influenced performance in Mathematical Literacy. This was supported by coefficients of determination calculations which ranged from 15% to 40%. Most responses indicated that learners found Mathematical Literacy difficult when English language was used as the medium of instruction. The learners preferred that Mathematical Literacy be taught in their mother tongue and that educators explain technical terms associated with mathematics. The educators said that learners had problems in Mathematical Literacy because of the use of English as the medium of instruction. They also said that learners found it difficult to relate Mathematical Literacy questions to real life situations and that the learners lacked adequate practice. The educators recommended the use of code-switching in their teaching in order to enhance understanding of Mathematical Literacy. / Mathematics Education / M. Ed. (Mathematics Education)

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self­ actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)

Ongoing public concern has been expressed concerning the improvement of academic performance of learners in selected Bushbuckridge rural schools, South Africa. Statistics gathered since 2008 demonstrate that the overall performance of secondary schools in the Grade 12 examinations in this region has been consistently poor. This study focused on the stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools. Lack of learner discipline in this region prompted this investigation. The general aim of the study was to understand manifestations of indiscipline in relation to learner performance in selected Bushbuckridge rural schools. The study used qualitative research methods and the sample comprised four secondary schools selected by purposive sampling. Individual structured interviews and focus group interviews were used to gather data. In each school, one school management team (SMT) and three educators participated in individual interviews, while four learners participated in focus group interviews. The findings indicated that schools which yielded poor academic performance were faced with learners’ disciplinary problems, which manifested in poor class attendance, late coming, persistent class disruptions, learners’ retaliation when disciplined by educators, alcohol and drug abuse, mocking and ignoring educators and plagiarism. Educators in school C and D lacked a disciplinary mechanism to enforce discipline in their classes since corporal punishment was abolished, hence the poor academic performance of learners. The implementation of the Integrated Quality Management Systems (IQMS), a departmental strategy aimed at developing educators in order to equip them with all the necessary skills to ensure the success of their schools which is measured against the academic achievement of the learners, had predominantly failed in schools to reach its goal. Educators mainly relied on parental support to deal with serious learner offences but this strategy was largely inadequate. The conceptual framework, ‘putting a plan into practice’, was used to explain the importance of learner discipline for the betterment of academic performance by expounding the five pillars that can be used to attain quality schools. These pillars, if put into practice, create an organizational climate which provides both educators and learners with an opportunity to function as partners in defining and creating success in schools. / Educational Studies / D. Ed.

Most black rural schools in South Africa are beset with discipline and relationship problems attributed to the way children interpret and exercise their rights. Children's misconceptions of rights impede the operation of educational institutions. A literature study investigated the implications of children's rights on their relationships and behaviour. A qualitative investigation of the socio-educative implications of children's rights was conducted in two rural secondary schools in Mpumalanga. Data gathering was done through participant observation, in-depth interviews with two principals and a tribal chief, and focus group interviews with two groups of teachers, parents and learners. Data were analysed, discussed and synthesised. The major findings emerged: limited understanding of rights and concomitant responsibilities and misconceptions of rights leading to the subversion of authority and morality. Recommendations include that rights-education be introduced in schools to improve children's understanding ofrights and to address negative social behaviour. Educators need to be empowered to handle human rights issues within socio-educational institutions. / Educational Studies / M. Ed. (Socio-Education)

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self­ actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)