Chapter one of this study outlines some of the problems encountered in education today, with particular reference to the 'relevance gap'. This is taken to mean that the education which learners receive does not adequately prepare them for life, i.e. academic life, social life and their later career. The South African scenario is described briefly, with the focus on English language teaching and learning. The importance of English language skills is underlined. This chapter also includes a discussion on the writer's awareness of the problem, the research proposal, aims and method of the study plus a definition of terms. The next chapter argues that the curriculum is at the centre of the education endeavour and indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c) considers the context within which and for which the learning takes place and (d) includes all the relevant role-players and stakeholders in its design and development. A set of guidelines for developing and implementing a relevant curriculum, are then suggested based on this assumption. This is followed by a description of the traditional curriculum model, as proposed by Robert Zais (1976), and the outcomes-based approach to curriculum design, development and implementation proposed by William Spady (1993). The latter formed the basis for the development of Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the differences between these two approaches with regard to the principles underlying the approaches and the elements which determine the structure of the curriculum. In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum outlined previously, i.e. to what degree do these two models satisfy the need for: * a dynamic curriculum which is true to life and responsive to changes within society; * a focus on learner needs and aptitudes; * a careful consideration of the context within which and for which the learning is taking place; and * the inclusion of the relevant stakeholders and role-players in its design, development and implementation. / Curriculum and Instructional Studies / M. Ed. (Didactics).

The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning. The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom. In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills. Learners collaborate and cooperate as members of a group to unravel problems. The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews. One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience. In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success. / Science and Technology Education / M. Ed. (Natural Science Education)

This dissertation explores the efficacy of the learner autonomy (LA) principles implemented in secondary technical school EFL classes through project-based units incorporated into the conventional four-year language curriculum (2011-2015). This integrated approach remains uncommon in a Czech secondary technical school, even though it suggests a teaching model that enhances ELA and increases communicative competence and motivation among learners. A mixed-method design based on longitudinal four-cycle action research and quasi-experiment approaches was selected (1) to examine the changes in self-regulation and academic achievement development over time; (2) to investigate the efficacy of autonomous projects systematically applied within the assigned treatment group (TG), and (3) to compare the results of the treatment and control groups as to their self-regulation and academic achievement development. For the quantitative strand, a structured Self-Regulation Questionnaire (SRQ-A) and a series of academic tests were administered which were consequently analysed through null hypothesis statistical testing (NHST). The instruments employed within the quasi-experiment were focused on the following two major questions: (1) whether there was correlation between self- regulation and academic achievement...

Text in Afrikaans / This qualitative study is aimed at analyzing teachers’ experiences of their role as assessors according to the assessment framework stated in the National Curriculum Statement 2002. A literature study was done. Subsequently, data was collected from interviews with eleven teachers from nine schools. All the respondents teach in the intermediate phase. The schools concerned are situated in the Tshwane Metropolitan area. Interviews were semi-structured. A holistic picture was focused on during the analyses of the interview texts. Data was organized according to four themes. The results of the analyses show that the teachers involved are dedicated to teaching. However, uncertainty as to the exact requirements of policy documents is prevalent. Help, support and training is asked for. / Teacher Education / M.Ed. (Spesialisering in Kurrikulumstudies)

Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success. / Science and Technology Education / M. Ed. (Natural Science Education)

The aim of this study was to assess the primary teacher upgrading programme at Ramaano Mbulaheni Training Centre (RMTC). The literature review in this work includes a selection of related studies and articles in developing countries such as South Afric~, Nigeria, Kenya and Zimbabwe and in developed countries like Japan, Britain and United States of America. These together formed I the theoretical base of the research. A survey was carried out in the Malamulele, · Mutale, Sekgosese, Soutpansberg, Thohoyandou and Vuwani areas in the Northern Province Region 3, to find out whether the RMTC teacher upgradi"g · programme is serving the purpose of up·grading underqualified primary teachers. An attempt was made to give the necessity of teacher upgrading in South Africa and an assessment was made of the Ramaano Mbulaheni Training Centre upgrading programme. / Teacher Education / M. Ed. (Didactics)

Chapter one of this study outlines some of the problems encountered in education today, with particular reference to the 'relevance gap'. This is taken to mean that the education which learners receive does not adequately prepare them for life, i.e. academic life, social life and their later career. The South African scenario is described briefly, with the focus on English language teaching and learning. The importance of English language skills is underlined. This chapter also includes a discussion on the writer's awareness of the problem, the research proposal, aims and method of the study plus a definition of terms. The next chapter argues that the curriculum is at the centre of the education endeavour and indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c) considers the context within which and for which the learning takes place and (d) includes all the relevant role-players and stakeholders in its design and development. A set of guidelines for developing and implementing a relevant curriculum, are then suggested based on this assumption. This is followed by a description of the traditional curriculum model, as proposed by Robert Zais (1976), and the outcomes-based approach to curriculum design, development and implementation proposed by William Spady (1993). The latter formed the basis for the development of Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the differences between these two approaches with regard to the principles underlying the approaches and the elements which determine the structure of the curriculum. In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum outlined previously, i.e. to what degree do these two models satisfy the need for: * a dynamic curriculum which is true to life and responsive to changes within society; * a focus on learner needs and aptitudes; * a careful consideration of the context within which and for which the learning is taking place; and * the inclusion of the relevant stakeholders and role-players in its design, development and implementation. / Curriculum and Instructional Studies / M. Ed. (Didactics).

The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning. The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom. In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills. Learners collaborate and cooperate as members of a group to unravel problems. The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews. One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience. In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Abstracts in English, Afrikaans and Zulu / The purpose of this study was to explore the learners’ understanding of trigonometric functions using GeoGebra software. A qualitative case study approach was used with six Grade 11 learners at a school in Tshwane South District. The data were collected during a seven-day period using multiple methods: a diagnostic test, worksheets, a smart recorder, a trigonometric functions test, one-on-one interviews and focus-group discussions. The findings showed clearly that the use of GeoGebra enhanced Grade 11 learners’ understanding of trigonometric functions. The findings also showed that the use of GeoGebra helped the learners to understand the basic trigonometric functions graphs. This enabled them to sketch freely without using the point-by-point method. Based on this study, it is recommended that GeoGebra should be made available to all Grade 11 learners. This will encourage them use the software out of regular school hours. / Die doel van hierdie studiegids was om die leerder se kennis van die gebruik van GeoGebra sagteware, ten opsigte van trigonometriese funksies te ondersoek. ‘n Kwalitatiewe benadering is gevolg met ses Graad 11 leerders by ‘n skool in die Tshwane Suid Distrik. Die data is ingewin oor ‘n periode van sewe dae, deur gebruik te maak van verskeie metodes: ‘n diagnostiese toets, werkkaarte, ‘n “smart” opname, ‘n trigonometriese funksies toets, een-tot-een onderhoude en fokusgroepe waar besprekings plaasgevind het. Die data-analise wys duidelik dat die gebruik van GeoGebra, die Graad 11 leerders gehelp het om trigonometriese funksies beter te verstaan. Die uitkomste wys ook duidelik dat GeoGebra die leerders gehelp het met ‘n beter begrip van die basiese trigonometriese funksies. Dit het hulle gehelp om vryhand sketse te doen en nie noodwendig die punt-tot-punt metode nie. Gebaseer op hierdie studie beveel ons aan dat GeoGebra beskikbaar gemaak moet word aan aale Graad 11 leerders. Dit sal leerders motiveer om ook die sagteware op hulle eie buite skoolure te gebruik. / Injongo yocwaningo lolu bekuyikuhlola ukuzwisisa kwabantwana amagrafu e-trigonometry ma bewafunda nge softhiwe ye GeoGebra. Abantwana abayisithupha abakubanga letshumi lanye abaphuma kusigodi se Tshwane South babambiqhaza kulolucwaningo lwendlela ye ‘qualitative case study’. Imininingo iqoqwe kumalanga ayisikhombisa kusetshenziswa indlela ezilandelayo: ukuhlolwa kwe-diagnostic, amaphepha okusebenzela, isingxoxo zamunye ngamunye lezingxoxo leqembu. Iziphumo ezinkulu zikhombe ngokucacile ukuthi ukusetshenziswa kwesofthiwe yeGeoGebra kukhulise ukuzwisisa kwamagrafu e-trigonometry ngabafundi bebanga letshumi lanye.Iziphumo njalo zibonise ukuthi abafundi bazwisisa izinto eziyisiseko ngala magrafu ma bewafunda ngesofthiwe ye GeoGebra. Lokhu kunike abafundi amandla okudwebadweba lamagrafu ngokushesha ngokukhululeka. Kusekelwa ngalezi ziphumo, kunconyiwe ukuthi abafundi bafumane isofthiwe yeGeoGebra ngaso sonke isikhathi. Lokhu kuzabakhuthaza ukuthi basebenzise lesofthiwe noma bengaphandle kwesikolo. / Mathematics Education / M. Ed. (Mathematics Education)