Magister Educationis - Med / This is a reflective study of the factors that influenced the performance of learners in Physical Sciences National Senior Certificate examinations in four secondary schools in a district in Eastern Cape. The study considered factors that influenced the matric results for a period of five years in a district in the Eastern Cape (from 2010 to 2015) National Senior Certificate results. The study was conducted to identify the indicators that could positively influence physical sciences results after many years of underperformance in the subject. This study was underpinned by the theory of reflective practice. As part of an intervention strategy, learners completed an intensive programme of teaching during school hours, extra classes, practical work and assessment. The four school principals were purposively selected for interviews. Four Physical Sciences educators from the four senior secondary schools and 12 post-grade 12 learners from each senior secondary school were all interviewed. Post-grade 12 learners were randomly selected for interviews. The researcher used a reflective journal as a method of examining the reflections by the respondents. Teachers reflected on their teachings to improve their practices that make science learning more meaningful to both learners and teachers The findings indicate that extra classes provided sufficient time to complete the syllabus, to conduct experiments and to administer practical tests. Regular assessment in theory and practical work showed the improvement in attainment of good physical sciences results in all the four participating schools. Instructional supervision from the managers also assisted in developing teacher skills. It was recommended that the DoE should use experts in teacher training and professional development activities. School management systems should play an active role in teacher support and the supervision of instructional work.

In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive policy analysis approach. Interviews of leading Ghana education officials conducted in 2010 were the predominant source of data in this research, with corroboration from analysis of policy texts and review of the media. The conclusions and recommendations that emerged from this study included: accountability, the responsible use of school time and instructional time, and education equity and adequacy. Other issues concerned social justice, teacher remuneration and motivation, and the need for equitable national education policies that reckon with the disparities in the country. In particular, this study took issue with the culture of nonimplementation of education policies in Ghana, with particular reference to the policy on extra classes. The study contended that the partial or non-implementation of education policies deepens education stratification in the country.

This study explored and evaluated the prevalence of supplementary tuition in the teaching and learning of Mathematics/Mathematical Literacy in some high-performing schools of the East London district in the Eastern Cape. The study followed a descriptive survey design to address the research problem. Data were gathered using questionnaires for grade 11 learners and high school Mathematics/Mathematical Literacy teachers. The learners were the first group to be taught the Mathematics/Mathematical Literacy learning programme of the new National Curriculum Statement (NCS). The results showed that a fair number of learners (about 48%) were not satisfied with their performance in Mathematics/Mathematical Literacy and a large number of the learners (about 90%) considered a good pass in Mathematics/Mathematical Literacy as important, particularly for their future careers. A substantial proportion of learners (42%) expressed concern about the amount of school time allocated to Mathematics/Mathematical Literacy, and thought that this factor hampered the successful completion of the syllabus. Teachers who happened to be adequately qualified and experienced enough, struggled to complete the Grade 11 Mathematics syllabus in time and were concerned about misconceptions carried from lower classes. Teachers also expressed some concern about learners' lack of commitment to Mathematics/Mathematical Literacy. Learners seemingly took supplementary tuition as a way of overcoming their learning challenges. Of the three forms of supplementary tuition (i.e. private tuition, vacation classes and revising model/former examination papers) commonly available in the district, revising examination papers was preferred (about 83%) followed by private tuition at 81% and lastly vacation school. Learners spent 1.67 hours per week on average on supplementary tuition. More Mathematics learners (about 34%) than Mathematical Literacy learners (about 6%) make use of supplementary tuition. Based on these findings, it was concluded that supplementary tuition is not unique to schools that perform poorly, and even at high performing schools, factors exist which influence learners to take supplementary tuition. / MATH, SCIENCE & TECH EDU / MSC (MATHS,SCIENCE OR T/EDU)

This study explored and evaluated the prevalence of supplementary tuition in the teaching and learning of Mathematics/Mathematical Literacy in some high-performing schools of the East London district in the Eastern Cape. The study followed a descriptive survey design to address the research problem. Data were gathered using questionnaires for grade 11 learners and high school Mathematics/Mathematical Literacy teachers. The learners were the first group to be taught the Mathematics/Mathematical Literacy learning programme of the new National Curriculum Statement (NCS). The results showed that a fair number of learners (about 48%) were not satisfied with their performance in Mathematics/Mathematical Literacy and a large number of the learners (about 90%) considered a good pass in Mathematics/Mathematical Literacy as important, particularly for their future careers. A substantial proportion of learners (42%) expressed concern about the amount of school time allocated to Mathematics/Mathematical Literacy, and thought that this factor hampered the successful completion of the syllabus. Teachers who happened to be adequately qualified and experienced enough, struggled to complete the Grade 11 Mathematics syllabus in time and were concerned about misconceptions carried from lower classes. Teachers also expressed some concern about learners' lack of commitment to Mathematics/Mathematical Literacy. Learners seemingly took supplementary tuition as a way of overcoming their learning challenges. Of the three forms of supplementary tuition (i.e. private tuition, vacation classes and revising model/former examination papers) commonly available in the district, revising examination papers was preferred (about 83%) followed by private tuition at 81% and lastly vacation school. Learners spent 1.67 hours per week on average on supplementary tuition. More Mathematics learners (about 34%) than Mathematical Literacy learners (about 6%) make use of supplementary tuition. Based on these findings, it was concluded that supplementary tuition is not unique to schools that perform poorly, and even at high performing schools, factors exist which influence learners to take supplementary tuition. / MATH, SCIENCE and TECH EDU / MSC (MATHS,SCIENCE OR T/EDU)

I centrum för den här avhandlingen står det tidiga 1900-talets diskussion om skola, begåvning och social organisering. Tidsperioden som omfattas är 1910– 1950. Det är skolan i de större städerna Stockholm, Göteborg och Malmö som har stått i fokus. Det övergripande syftet har varit att analysera den betydelse som begåvning och intelligens fick i relation till skolväsendets förändring. Med utgångspunkt i detta syfte diskuteras hur uppfattningar om samhällets begåvningsresurser och individers förmågor har format 1900-talets samhällsliv. Betoningen på begåvning förde med sig primärt två saker: Att tillvarata god begåvning och att motverka låg begåvning. Avhandlingen har främst syftat till att granska de sociala och institutionella sammanhang i vilka intelligensmätningarna kom att uppfattas som användbara. Det innebär att intresset har riktats mot det inflytande som olika professionella via förhandlingar, professionalisering och vetenskapliggörande fick över skolans utformning. Teoretisk har undersökningen hämtat inspiration hos Michel Foucault, vilket ger en utgångspunkt som betonar sambandet mellan kunskapsbildning och makt. Genom olika gränsdragningar och uteslutningar – ”åtskiljande praktiker” – i utbildningssystemet blir individerna synliga i förhållande till olika institutionella arrangemang och konstrueras därmed både som individer och som grupper. Avhandlingen använder ett historiskt perspektiv för att studera hur makt och vetande i en given tid formulerar vad som är att betrakta som ett problem i samhället. / At the centre of this thesis is the early 20th century’s discussion on school, talent and social organisation. The period that is covered is 1910 – 1950. It is schools in the cities Stockholm, Gothenburg and Malmö that have been focused on. The overall purpose has been to analyse the importance that talent and intelligence had in relationship with the changes in the educational system. Using this as a starting point, it was discussed how views on society’s talent resources and the abilities of individuals have formed 20th century social life. Emphasis on talent led to primarily two things: to utilise good talent and counteract poor talent. The thesis has mainly aimed at examining the social and institutional contexts in which intelligence testing came to be seen as usable. This means that interest has been directed at the influence that different professionals had via deliberations, professionalizing and scientificating had on the forming of schools. Theoretically the study has been inspired by Michel Foucault, which provided an excellent starting point that emphasises the connection between education and power. Through different boundaries and conclusions – “separating practices” – in the education system the individuals become visible in relation to different institutional arrangements and can therefore be construed both as individuals and groups. The thesis uses an historic perspective to study how power and knowledge in a given time formulate what is considered as a problem in society.