Hazing is a universal practice. The process is multi-dimensional and includes both positive and negative aspects. Hazing broadly refers to the negative aspects of what newcomers experience as they integrate into a group. This study focuses on hazing during orientation programmes for Grade 8 boys in monastic secondary schools in South Africa. The problem was investigated by a literature study and a survey using a self-designed questionnaire. It was completed by a non-probability sample of 296 Grade 12 boys from three selected schools in Gauteng Province. Data measured the biographical attributes of respondents and determined their opinions of activities engaged in during the orientation programmes. Findings indicated that respondents were positive about the orientation programme which acts as an introduction into secondary school and is a means whereby traditions are transmitted. Respondents were very opposed to any injurious activity. The objectives of orientation programmes are well-grounded but when they deteriorate into hazing, they are very negatively perceived. / Educational Studies / M. Ed. (Comparative Education)

Summaries in Afrikaans and English / The aim was to establish factors related to learning motivation and learning attitude of learners in historically coloured schools. An eclectic approach was followed because theoretical views on motivation could not furnish a comprehensive theory. The definition emerging from this approach states that motivation is a process started within a person to create a state of need for satisfaction and happiness that can be reached by instigating and sustaining goal-directed activity. The link between learning and motivation, as well as related factors, was ascertained. Determinants of high and low levels of learning motivation were established. Programmes aimed at higher motivation levels were explored. Empirically it was proven that grade 9 learners in historically coloured schools leaned more towards an extrinsic orientation; grade 12's more intrinsic. An intervention programme is suggested. / Die doel was om vas te stel watter faktore hou verband met die leermotivering en leerhouding van leerders in histories bruin sekondere skole spesifiek. 'n Eklektiese benadering is gevolg omdat die teoretiese beskouings oor leerrnotivering nie 'n bevredigende allesomvattende teorie kon verskaf nie. Die werksdefinisie van motivering is 'n gevolg daarvan en lui as volg: motivering is die proses wat in die persoon aan die gang gesit word om 'n staat van behoefte na tevredenheid en geluk te skep wat bereik kan word deur doelgerigte aktiwiteit aan te stig en aan die gang te hou. Die verband tussen leer en motivering is bepaal asook die faktore wat verband hou met leermotivering. Bepalers van hoe en lae leermotiveringsvlakke is vasgestel en ingrypingsprogramme gemik op verhoogde motivering is ondersoek. Empiries is bewys dat die graad 9-leerders meer geneig is tot ekstrinsieke orienterings rakende leermotivering; graad 12-leerders meer intrinsiek. 'n lngrypingsprogram word voorgestel. / Teacher Education / M. Ed. (met spesialisering in Voorligting)

The specific aim of this research study was to identify, explore, describe and interpret the factors related to school refusal of black adolescents. An overview of literature was used to arrive at a broader appreciation of issues pertaining to school refusal phenomenon and also to black adolescents. Ten subjects participated in this study. Data were gathered qualitatively using ethnographic interviews. The following factors were found to be contributory to the problem of school refusal: School refusers who stay with grandparents instead of staying with biological parents; fear of something specific at school; lack of insight into the refusal problem; lover plays a role in refusal behaviour; protective parents; poor social relationships; fathers that play a marginal role in the family; parents' worldview; emotional problems and weak or no attempts to stop behaviour. The emphasis was on the understanding of the refusal phenomenon rather than on cause and effect. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Aggression in South African schools is a matter of great concern. A review of the existing literature indicated that physical exercises contribute to people’s well-being. This study thus investigated to what extent physical exercises could be used to address the aggression of students in a secondary school. An empirical investigation was done by means of a mixed methods case study design. A purposive sample of 25 students was chosen from students in grades 9 to 11. The students completed an adapted Buss-Perry questionnaire on aggression to determine their levels of aggression. Thereafter they embarked on a 10 week physical exercise programme (30 sessions of 40 minutes each), before completing the same questionnaire. The results indicated that the programme alleviated their feelings of aggression, especially in the boys. Qualitative interviews with 10 of the participants who benefitted most from the exercises indicated how they experienced the programme. Recommendations were made for similar programmes and for future research. / Psychology of Education / M. Ed. (Psychology of Education)

This study investigated the severity of bullying perpetration in secondary schools in the Uthungulu District of KwaZulu-Natal. The study further sought to establish the various types of bullying that were rife in secondary schools, the factors that contributed to bullying perpetration and the negative impact of bullying behaviour on all stakeholders of the school system. An in-depth literature study was conducted in this regard. Accordingly, various theories relevant to the phenomenon were explored exhaustively. A qualitative research design and methodology was employed to investigate the phenomenon through interviews with participants from five secondary schools, including the circuit manager of the circuit concerned. Strict ethical principles were adhered to throughout and the study was also evaluated for reliability and validity. The study found that the factors that contributed considerably to the problem of bullying in secondary schools were embedded at the level of the family, the school and the community. In addition, the study established that the impact of bullying was so severe that it affected the day- to- day functioning of the school from a management perspective where a considerable amount of time was spent managing the problem, substantially reducing valuable teaching time. The impact was also felt significantly among victims who experienced low self-esteem, humiliation, embarrassment and palpable levels of stress and anxiety that ultimately led to appreciable rates of absenteeism, truancy, dropping out of school, transfers to other schools, ill-health, depression and even suicide. On the basis of the findings of the literature study and the empirical investigation, a model to curb bullying was developed, which required all stakeholders of the secondary schools in the Uthungulu District of KwaZulu-Natal to work collectively as a team to manage the problem effectively and efficiently. / Educational Leadership and Management / D. Ed. (Educational Management)

The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.

The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.

This study investigated teachers' and learners' perceptions of the causes of poor performance in Mathematics among Grade 9 learners in Durban's Ethusini Circuit of KwaZulu-Natal Province. By using a phenomenographic research design, a sample of 15 Grade 9 learners who take Mathematics, one Grade 9 Mathematics teacher and one Mathematics head of department was selected purposively from three high schools in the Ethusini Circuit. The three schools are one former model C school, one ordinary government school and one private school. Focus group and semi-structured interviews were used to collect data from the participants. The data were analysed by transcribing the focus group and semi-structured interviews; thereafter, the transcriptions were coded into themes and categories. The results of this study indicate that teachers and learners perceive that poor performance in Mathematics in Grade 9 is due to CAPS curriculum challenges, such as overloaded and advanced content, and insufficient time to complete the curriculum. Parental support, English (first additional language) as a language of learning and teaching, methods of teaching (such as the talk and chalk method), and learners' negative attitude towards Mathematics were also cited. From these findings, recommendations for revisiting the CAPS curriculum and other areas of need, as well as topics for future research were suggested. / Dinyakišišo tše di nyakišišitše ka ga maikutlo a barutiši le a baithuti ka ga dilo tšeo di bakago go se šome gabotse ka thutong ya Dipalo gareng ga baithuti ba Kreiti ya 9 ka Sedikothutong sa Ethusini ka Durban ka Phrobentsheng ya KwaZulu-Natal. Ka go šomiša mokgwa wa dinyakišišo wa fenomenokrafiki, sampole ya baithuti ba 15 ba Kreiti ya 9 bao ba ithutelago Dipalo, morutiši o tee wa Dipalo ka go Kreiti ya 9 le morutiši o tee yo e lego hlogo ya lefapha la Dipalo o kgethilwe ka maikemišetšo go tšwa dikolong tše di phagamego tše tharo ka Sedikothutong sa Ethusini. Dikolo tše tharo tše ke sekolo se tee seo se bego se le sa motlolo wa C, se tee sa tlwaelo sa mmušo le se tee ke sekolo sa phraebete. Sehlopha seo se nepišitšwego le dipoledišano tša dipotšišo tšeo di beakantšwego peleng di šomišitšwe go kgoboketša tshedimošo go tšwa go bakgathatema. Tshedimošo e sekasekilwe ka go ngwalolla dipoledišano tša dipotšišo tša sehlopha seo se nepišitšwego le tšeo di beakantšwego peleng; ka morago ga fao, dingwalollo tše di filwe dikhoutu go ya ka merero le magoro a tšona. Dipoelo tša dinyakišišo tše di laetša barutiši le baithuti ba bona gore go se šome gabotse ga baithuti ka thutong ya Dipalo ka go Kreiti ya 9 ke ka lebaka la ditlhohlo tša lenaneothuto la Setatamente sa Melawana ya Tekolo ya Lenaneothuto (CAPS), go swana le diteng tša thuto tšeo di tletšego kudu le tšeo di gatetšego pele kudu, le nako ye e sego ya lekana ya go fetša lenaneothuto. Thekgo ya batswadi, Seisemane (polelo ya gae ya tlaleletšo) bjalo ka polelo ya go ithuta le ya go ruta, mekgwa ya go ruta (ya go swana le mokgwa wa go bolela le go ngwala ka tšhooko letlapeng), le maikutlo ao a sego a loka a baithuti go Dipalo le tšona di filwe bjalo ka dilo tšeo di bakago se. Go dikutollo tše, ditšhišinyo tša go etela leswa lenaneothuto la CAPS le makala a mangwe ao o hlokago šedi, gammogo le dihlogotaba tša dinyakišišo tša ka moso le tšona di ile tša šišinywa. / Lolu cwaningo luphenye imibono yothisha kanye neyabafundi yezimbangela zokungasebenzi kahle esifundweni seziBalo kubafundi beBanga le-9 kuSekhethi yase-Ethusini eThekweni esifundazweni saKwaZulu-Natali. Ngokusebenzisa isakhiwo sokucwaninga esisezingeni eliphezulu, isampula yabafundi abayi -15 beBanga le-9 abathatha iziBalo, uthisha oyedwa weBanga le-9 kanye nomphathi oyodwa womnyango weziBalo bakhethwa ngenhloso ezikoleni ezintathu eziphezulu kuSekhethi yase-Ethusini. Lezi zikole ezintathu esisodwa semodeli C, esisodwa sikahulumeni ojwayelekile kanye nesisodwa isikole esizimele. Iqembu lokugxila kanye nezingxoxo ezihlelwe kahle zisetshenzisiwe ukuqoqa imininingwane evela kubahlanganyeli. Imininingwane yahlaziywa ngokubhalwa kweqembu okugxilwe kulo kanye nezingxoxo ezihlelwe kahle; emva kwalokho, imibhalo ivezwe ngendlela engaqondile ezindikimbeni nasezigabeni. Imiphumela yalolu cwaningo ikhombisa ukuthi othisha kanye nabafundi babona ukuthi ukungasebenzi kahle esifundweni seziBalo kuBanga lesi-9 kungenxa yezinselela yezifundo ezibandakanya isifundo esifundwayo seCAPS, njengokuqukethwe okugcwele kakhulu nokuthuthukile, kanye nesikhathi esinganele sokuphothula izifundo ezibandakanya isifundo esifundwayo. Ukusekelwa kwabazali, isiNgisi (ulimi lokuqala olwengeziwe) njengolimi lokufunda nokufundisa, izindlela zokufundisa (njengeyokufundisa lapho uthisha ebhala ebhodini), kanye nesimo sengqondo esingesihle sabafundi maqondana neziBalo nakho kuveziwe. Ukusuka kulokhu okutholakele, kuphakanyiswe ukuphinda kuphinde kufundwe izifundo ezibandakanya isifundo esifundwayo seCAPS kanye nezinye izindawo ezidingeka, kanye nezihloko zocwaningo lwakusasa ziphakanyisiwe. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

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)

MEd (Educational Psychology) / Department of Foundations of Education / This study examined the impact of guidance and counselling on learning outcomes. The study was comparative study of two high schools in Vhembe district located in the Northern part of Limpopo Province, South Africa. A mixed method design was employed, consisting of qualitative and quantitative approaches. For the quantitative part an experimental design and a questionnaire were used. Independent samples entailed t-tests to compare the performance of the experimental and control group, a chi-square of association was used to determine the presence/absence of alignment between career and subject choices after counselling, while paired samples t-tests were used to ascertain if there was any improvement in the performance of the two groups. In addition, written mark schedules of pre-test, post-test and a short questionnaire for learners were analysed quantitatively. For the qualitative component face-to-face, semi-structured interviews were used while the purposive sampling technique was used to select 8 Life Orientation teachers, of which 4 were from school A and the other 4 were from school B. In addition, 2 Life Orientation heads of department were interviewed on challenges in implementing Guidance and Counselling in the school curriculum. For the quantitative data analysis, the chi-square and t- test of association was used to determine if there was any difference in career and subject choices alignment and performance between learners exposed to counselling and those not exposed to the program. The overall mean scores were calculated, and the chi-square test was used to indicate if there was any significant difference in career choices and subject alignment and performance between the group that received guidance and counselling and the group which did not receive such support. Fifty learners from the two selected schools were randomly selected, whereby 25 were used for the experiment and the other 25 as a control group. The experimental results indicated that learners who were exposed to guidance and counselling showed improvement in their learning outcomes while those who were not exposed to counselling showed no improvement in their learning outcomes. The fact that group that received guidance and counselling improved suggest that guidance and counselling services should be strengthened in all schools through departmental policy review meetings. / NRF