M.Ed. / The marked drop in the achievement-level of learners at the beginning of standard six has motivated this study. Whether standard six learners have a sufficient command of pre-high school knowledge and learning experience to cope with the standard six curriculum, is being investigated ...

A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the Degree of Master of Education Johannesburg, 2016 / Homework has become an integral part of the school curriculum and policy, yet the evidence base for its inclusion is contestable and inconclusive. In South Africa homework is a statutory requirement for all schools (DoE, 1998) and nearly all schools have included it in the standard process of learning. The main argument of this research is that despite its adoption and application in schools, the justification for its use is barely understood. Its application in schools seemed to be based on anecdotal evidence. Considering there is very little empirical data that demonstrates the extent of the utilisation of evidence around homework-based decisions in South African schools, this study intends to establish what sources of evidence are available to schools to support decision-making around the key policy matters, perceptions, implementation, benefits and challenges associated with the applications of homework in school. Forty educators and two HoDs were recruited for the questionnaires and interviews respectively. The selected educators represented certain types of characteristics and had comparative teaching styles. This was done because some teachers give assignments that combine learning and ecstasy while others give homework that upset the whole process, therefore the administration of homework is different. Random sampling was used in selecting the educators and purposive sampling was used only in selecting the HoDs and this was done by selecting participants with certain characteristics to provide the best information to address the purpose of the research. The researcher concludes that most educators claimed they receive very little support from the education department in terms of homework issues. The study suggests there is a correlation between homework and achievement, but is not adequate to conclude beyond reasonable doubt that it is indeed the case. However, the study can argue there are some benefits beyond academic acquisition of knowledge. By contrast, the study also highlights that homework marginalises economically disadvantaged students who find it difficult to complete homework tasks due to environmental issues. In concluding; the study suggests that for homework to be effective, homework implementers need to undertake critical research in order to understand the short comings of homework incompletion.

M. Tech. Business Information Systems / The growing trends and the rapid developments of technological innovation have led to a new way of communication. These developments have seen individuals and organizations spending a lot of money on technological devices, software and applications much higher than ever before. On the other hand, institutions of learning are also advancing with technological innovations by shifting away from the face-to-face teaching and communicating with learners, to the use of Learning Management Systems (LMS). Amidst these challenges, these institutions of learning could leverage on freely available social networks for communication and for teaching and learning. However, these transitions have been impeded by many factors that need to be explored in order to adopt social networks for teaching and learning. The foremost objective of this study was to develop a framework for the adoption of social networks for teaching and learning at high schools.

M.A. (African Languages) / Please refer to full text to view abstract

This study is about a minority group which settled amongst a larger group which had dominated education and other cultural spheres. The focus is on the struggle by the Afrikaans-, previously Dutchspeaking, minority group in Natal for the right to educate their children in their own language, in their own schools. The dissertation traces general developments in the field of education prior to the Anglo Boer War and briefly views the situation during the War. In the next phase (1902 - 1910) the establishment of the early C. N. E. and church schools is under scrutiny. The focus then shifts more specifically to the context in which the first Afrikaansmedium High School in Natal was established, namely the Hoerskool Voortrekker in Pietermaritzburg. A detailed rendering is given of the conflicts surrounding the establishment of this school. The study then moves to the Durban area and traces the developments surrounding the founding of an Afrikaans medium High School there. A detailed overview is given of all aspects of the Hoerskool Port Natal since its establishment in 1941. Towards the last section, the study broadens its focus again in describing the developments in the whole of Natal, with specific reference to high schools. In the final analysis it compares briefly the uphill struggle for Hoerskool Voortrekker to be established, with the relative success story of Hoerskool Port Natal and it suggests various tentative reasons for these differences. OPSOMMING Hierdie studie gaan om ’n minderheidsgroep wat hul tussen n meerderheidsgroep, wat die onderwys en ander kultuuraspekte oorheers het, kom vestig het. Die fokus is op die stryd wat die Afrikaans-, vroeër Hollandssprekende, minderheidsgroep gehad het vir die reg om hul kinders in hul eie taal, in hul eie skole, te laat onderrig. Die verhandeling speur die algemene ontwikkeling op onderwys-gebied voor die uitbreek van die Anglo-Boere-oorlog na en gee ook 'n oorsig van die toestande gedurende die oorlog. Die volgende fase (1902 - 1910) handel oor die stigting van die C. N. 0.- en kerkskole. Die klem verskuif dan meer spesifiek na die toestande waaronder die eerste Afrikaanse hoërskool in Natal, die Hoërskool Voortrekker in Pietermaritzburg, tot stand gekom het. Daar word 'n volledige verslag oor die stryd en probleme wat, met die stigting van hierdie skool ondervind is, gegee. Die studie verskuif dan na die Durbangebied en vors die ontwikkeling van die eerste Afrikaansmedium hoërskool in die ge- bied na. 'n Volledige studie, wat al die aspekte rondom die stigting en ontwikkeling van die Hoërskool Port Natal dek, word gegee. In die laaste afdeling verbreed die studieveld en fokus op die beskrywing van die ontwikkeling van Afrikaansmedium hoërskole in die res van Natal. In die finale analise word daar 'n vergelyking getref tussen die opdraende stryd wat daar gestry is met die totstandkoming en voortbestaan van die Hoërskool Voortrekker, teenoor die relatiewe suksesverhaal van Hoërskool Port Natal en word daar verskeie moontlike redes vir hierdie verskille aangevoer. / Thesis (M.Ed.)-University of Natal, Durban, 1989.

M.Ed. (Educational Psychology) / The Rand Afrikaans University College for the promotion of Learning and Leadership (RAUCALL) was founded to address a specific educational need in the Republic of South Africa. Many children with academic and leadership potential from the less fortunate communities are never given the opportunity for tertiary education once they leave school. RAUCALL provides secondary school children with an opportunity that prepares them academically and develops their leadership qualities in order to ready them for tertiary studies. The College caters for children from disadvantaged communities who manifest academic and leadership potential and the primary aim is to identify these candidates who are most likely to fulfil these requirements. Initially, in the selection process many problems were experiencedand it became clear that possible candidates were not being identified. Improvement of the selection processes and procedures became necessary to target the group which would benefit most from the enriched education RAUCALL provides. The study focussed on three main areas. A literature study provided a background on the problems that could be experienced when selection takes place in a multicultural setting. Secondly an analysis was made of the RAUCALL selection procedures followed during 1992 and 1993. Thereafter a Human Resources selection model was described in order to make a comparison between the two models. This procedure provided an indication of where specific problems existed in the RAUCALL model. Improved selection procedures were described in chapter 4. The improved selection procedures were based on the Human Resources selection model. This model provided the framework for the proposed selection guidelines for RAUCALL students. Suggestions were made to improve the recruitment procedures with the object of targeting a wider group of potential candidates.

Please read the abstract in the section 00front of this document / Thesis (PhD (Education Management))--University of Pretoria, 2001. / Education Management and Policy Studies / unrestricted

A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand. Johannesburg, 1994 / In the light of deficits in the Black Education system, historically entrenched by the ruling political hegemony. Black education has been severely compromised in S.A. ln an attempt to redress the situation CEFSA, a non-governmental organisation, has set up a technical high school for adolescents, founded on the principles of Fcuersteins Instrumental Enrichment Programme. Five Instruments were taught in 1992. This study is an evaluation of the changes in the students over the year on dimensions of Cognitive Processes, Learning Styles, Creativity and Self-esteem. Changes were related to both the FIE programme, as well as to broader Mediated Learning Experience opportunities both within and outside the school. N = 114. Statistical procedures included a range of descriptive statistics, a stepwise regression and a principal components analysis. Results indicated that changes on the above dimensions occurred in both positive and negative directions. T-tests highlighted significant changes. Demographic variables were use to explain these changes in a stepwise regression procedure. Competence on Instruments were found to be significantly positively related to end of year academic results, irrespective of demographic variables. The Influences of the IE intervention were then discussed, both positive and negative in an attempt to gain understanding of future directions to be taken in teaching thinking skills within a rapidly changing socio-political context.

Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.

M.Ed. / This investigation focused on the culture of teaching and learning in Dzata Secondary School. It has become a concern of educationists and politicians to revive the culture of teaching and learning in schools. Most South African schools for predominantly black pupils, are characterised by a serious erosion of the culture of teaching and learning. The purpose of this study was to analyse and describe the state of culture of teaching and learning in Dzata Secondary School. The research design was exploratory and descriptive, as it aimed to explore and describe the culture of teaching and learning in Dzata Secondary School. The theoretical investigation formed the basis for developing questionnaires and interview schedules for the empirical study. During the empirical investigation, quantitative and qualitative methods were used. The quantitative investigation included one questionnaire for teachers and one for pupils. The qualitative investigation included semi-structured interviews as well as observations in the school. The findings of the inquiry into the culture of teaching and learning indicate that factors such as the personal characteristics, the home and the school have an influence on the culture of teaching and learning. The empirical investigation into the personal characteristics of pupils revealed that the following aspects have a negative influence on the culture of teaching and learning: lack of a sound knowledge foundation insufficient study methods lack of self-discipline and a negative self concept insufficient academic language ability. The following family related factors were found to be inhibiting the establishment of the culture of teaching and learning: absence of parents from home and lack of moral and academic support overcrowded homes illiteracy of parents shortage of basic needs, for instance electricity, running water in the home and food. School related factors which were discovered to hinder the establishment of a culture of teaching and learning in Dzata School: time lost during school hours poor subject knowledge of teachers absence of lesson preparation lack of facilities in the school ineffective principal ineffective governing body Many of the problems that have a negative influence on the culture of teaching and learning in many South African schools for predominantly black pupils are rooted in the community. Hence it seems improbable that the problem of teaching and learning will be solved in the short run. In Dzata Secondary School, however, some immediate measures to improve the culture of teaching and learning are possible. The most important measures are: the introduction of formal lesson preparation by teachers introduction of literacy classes in order to serve the local community introduction of the time book for teachers and pupils grading of teachers in order of merit to motivate pupils to learn.