Ph.D. (Education) / This study was undertaken to assess whether the team management approach would help in resolving prominent problems in secondary schools. Attention was focused on the ever increasing management task in secondary schools and more specifically, on the management task of school managers. Contemporary schools are complex institutions and there are many problems to solve. For the secondary school to function well, it has to be managed effectively ...

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

Ph.D. (Didactics) / This study deals with the problems encountered in the teaching of history in black secondary schools . Amongst others it refers to the poor performance in examinations, and the general apathy of pupils towards the subject . It is proposed that empathy should be an integral part of history teaching - from a teaching strategy to evaluation. The study consists of six chapters. Chapter 1 serves as introduction and states the problems and subsequent methodology of the research. Chapter 2 further analyses the reality of history teaching in black secondary schools. Attention is specifically given to how history is taught and textbooks are analysed from an empathic perspective. Chapter 3 contains an exposition and analysis of the concept "empathy". An attempt is made to establish whether an empathic -approach· is feasible in South Africa. Chapter 4 considers the thorny issue of the evaluation of empathy and seeks to integrate the divergent standpoints on evaluation into a theoretical model. In Chapter 5 a trial-run is undertaken in a few secondary schools to qualitatively test this model for the teaching and evaluation of empathy. The final chapter draws the findings together. The central argument is that , aside f rom the present political reality , there is nothing basically wrong with e subject history at school , but that there are several lacunae in the presentation of history . The teaching and learning is generally centred on the teacher , consequently pupils are not really able to experience the past empathically . Therefore it is necessary to strive after empathy-related skills and evaluation techniques . These ills could be useful in the struggle of history to survive as a subject.

M.Ed. / Please refer to full text to view abstract

This study is about adult learners in formal secondary schools attending normal day classes with school pupils. Ii is particularly about the aspirations of 1,430 adult pupils. these adults, after a break in their formal education, return to study in the secondary schools in the Herschel district of Transkei in the 1993 academic year. / GR 2016

A research report submitted to the School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Masters in Education. Johannesburg 2017. / In this study, the affordances of Digital Mobile Devices for educational purposes was explored, with an emphasis on determining the feasibility of integrating Digital Mobile Devices into secondary education in South Africa; particularly in the area of Learner Social Support. An empirical, qualitative research approach was adopted, where a questionnaire was administered for the collection of data, and this data was analysed for possible trends. The experiences and perceptions of both educators and learners at both schools have been detailed. It was ascertained through both the literature and the analysis of data that Digital Mobile Devices are advantageous, and ubiquitously owned and used by both educators and learners. This exposed the fallacy of the existence of a digital divide on the basis of access to ICTs. Conclusions have been drawn as to the feasibility of integrating Digital Mobile Devices into secondary education in South Africa, and recommendations have been made for further investigation into the non-adoption of Digital Mobile Devices into secondary education in South Africa. / LG2018

Thesis (M.Dev.) --University of Limpopo, 2001. / The aim of this study was to examine the impact of socio-economic factors on scholastic performance (achievement) ofleamers in the secondary school. The study was conducted in the Southern Region of the Northern Province, in the Nebo District. The Southern Regio which is made up of basically Nebo and Sekhukhune, forms part of the former Lebowa and is basically rural. A literature study was-conducted, which unravelled and brought into surface factors of social and economic nature, which are contrary to effective learning and contributes towards poor performance, especially in public secondary schools. Literature study revealed that learners from disadvantaged backgrounds especially in the rural communities have their learning process heavily affected and disturbed by social and economic factors. An empirical survey was also conducted to establish the views and opinions of parents, educators and the learners themselves. A qualitative research method was used. Letebele Marishane Secondary School in Ngwaritsi circuit was used as a case study. Educators completed questionnaire whilst learners and parents were engaged in focus group interviews (discussion groups). Information gathered through observations was also taken into account. Both the literature review and the empirical survey agreed that the learner's background that is his/her family, home environment; his/her neighbourhood and other factors of economic and social nature can impact positively or negatively on performance in the classroom. That is, according to information gathered, learners from advantaged backgrounds stand a better chance in the classroom than learners from disadvantaged backgrounds. It is evident therefore that poverty that prevails amongst the rural communities impacts on learning and performance in the examination and other classroom activities.

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.

Thesis (MEd. (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.

D. Tech. Education / Language is considered to be a crucial means of gaining access to knowledge and skills. It is the key to cognitive development which promotes or impedes scholastic success. Communicative or language competence refers to the capacity of persons to select, recognise and organise the language variety appropriate to the occasion, situation and subject matter at hand. Language competency assists learners to construct and integrate acquired information to one's own understanding. It is therefore pivotal to encourage education reforms through core knowledge that building a strong oral language and early development could result in future academic success. This study examined the influence of language competence on the academic achievement of Grade 12 learners in selected schools of the Capricorn District (Limpopo Province in South Africa). The purpose of this study was to establish the challenges that learners and educators experience in communicating for teaching and learning purposes. The study also investigated the language factors that influence their academic achievement.