The study explores the role of eye contact in promoting effective learning in natural science in the secondary school using eye-tracking technology. A theoretical framework constituting the theories of Vygotsky, Piaget and Bandura inform the study. In the empirical inquiry in this study a purposefully selected group of eleven Grade 9-learners of mixed ability were eye-tracked by means of the Tobii 60 X-2 eye-tracker during individual viewings of a video-recording of a natural science lesson taught by the educator using a PowerPoint presentation. The Tobii 60 X-2 eyetracker establishes how a learner pays attention to information presented through educator narration, visuals and texts during teaching and learning. The findings indicate that, as the learners’ areas of interest, their highest total fixation duration was firstly on the PowerPoint presentation, and secondly on the educator. Under-performing natural science learners showed shorter and less dense fixation in both areas of interest. / Science and Technology Education / M. Ed. (Natural Science Education)

The study population for the research comprised Grade 9 learners attending three co-educational, independent schools in KwaZulu-Natal in order to determine factors influencing the selection of business studies for FET phase. Methodology involved qualitative and quantitative approaches with closed and open-ended questionnaires plus one-on-one interviews. Descriptive statistics were produced and opened ended questions and interviews were examined for trends and influences. Findings reflected wide divergence in factual information, attitudes, and opinions on significant issues such as expected level of difficulty, influence of educators, parents and peers on selection, amount of work required and value of subject for future studies or careers. Conclusions were that there was a lack of completed research indicating a need for future research, greater preparation was required pre-FET level to assist decision making about selection of the subject which should involve parents, educators and input from the business world. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful. This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature. This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner. The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner. / Educational Leadership and Management / M. Ed. (Education Management)

The present study investigated Grade 9 learners’ perceptions of factors influencing their academic performance in Mathematics in Tshwane municipality, South Africa. The study was based on positivism paradigm. The quantitative research approach was used while the research design was a descriptive survey design. The sample was made up of 400 learners (280 females and 120 males). Convenient sampling method was employed as a result of the nature of data. A self-designed questionnaire was administered to collect data. Data were analysed using quantitative approach with the statistical package for the social sciences, version 24.0, and the few open ended data on strategies for improving learners’ performance were analysed deductively. Frequency tables and ratios were calculated to establish the rating of each item. A Chi-square test was used to establish relationships of the variables on learners’ Mathematics performance. The study revealed that the Grade 9 learners perceived the factors influencing their performance in Mathematics were teacher-learner relationship, school environment and influence of learners’ attitude towards their performance in Mathematics, while peer relationship and home background (parents’ relationship and support) were perceived as not having any relationship with learners’ academic performance. The following recommendations were made to improve the Grade 9 learners’ performance in Mathematics, they are: policies that may consider Mathematics as a compulsory subject in the place of maths numeracy; there should be a regular in-service training for Mathematics teachers; parents should give adequate attention and care to their children in their Mathematics assignments; there should be provision of additional classrooms and infrastructures by the government and other stakeholders; learners should be encouraged to cultivate a more positive attitude towards Mathematics as a subject. Lastly, the study proposed a model for improving Grade 9 learners’ academic performance in Mathematics in Tshwane municipality, South Africa. / Psychology of Education / D. Ed. (Psychology of Education)