This study investigated the implementation of computer-assisted education in the outcomes-based education system at Sterling Primary School in East London. A literature study was done on constructivism on which outcomes based education is based. The literature review also focused on computer-integrated education. The integration of computer-assisted education at Sterling Primary School was appraised with the help of the Evolutionary Model developed by Miller (1997). It was observed that the educators and learners at this school were trying to integrate computers into their teaching and learning process. Although this study focussed on the Intermediate Phase, it could provide a basis for further study in the field of computer-assisted education in Senior, and Further Education and Training Phases throughout the Republic of South Africa. / Dissertation (MEd (Computer-Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

Thesis (M. A. (English Studies)) -- University of Limpopo, 2021 / The purpose of this study was to explore strategies employed by teachers to develop language proficiency of Grade 4 learners. Qualitative case study was adopted to identify and describe the effectiveness of strategies employed by teachers. Data collection was done using semi-structured interviews, non-participant observations and document analysis. Four (4) Grade 4 teachers who teach EFAL at Toronto Primary School participated in the study. The findings indicated that learner-centred strategies such as group work, peer teaching, scaffolding and discussion were effective in engaging learners in the learning and teaching process. Teachers also employed code switching and individual instruction as remedial strategies to further facilitate better understanding of the content. The findings also showed that sometimes the strategies were not effective due to disruptive behaviour. CAPS training, teaching experience and collaboration of teachers enabled teachers to execute the strategies successfully in regardless of scarcity of resources and overcrowded classrooms. The findings also revealed that teachers experienced challenges such as overcrowded classrooms, lack of resources, lack of teaching aids, time allocated to teach EFAL and lack of support from the parents to teach EFAL effectively and these challenges still need to be addressed to allow smooth learning and teaching of EFAL. Recommendations from the study were made on how teachers can overcome problems they experience in the teaching of EFAL. Key terms: EFAL, Learner-centred approach, Grade 4.

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)

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...

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)

This study sought to explore the pedagogical practices of teachers in science classrooms. In this study, pedagogical practices are taken as interactions between teachers, learners and learning tasks which aim to promote and facilitate learning of their learners The study adopted an exploratory sequential mixed-methods design to collect both quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science teachers. The teachers were purposively selected; two from rural schools and two from urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical practices were collected using survey questionnaire, focus group interview and lesson observation. The main research question for the study is “what are teachers’ pedagogical practices when teaching science?” This overriding research question was addressed by exploring the specific research questions: 1) how do science teachers teach their lessons? And 2) what informs teachers’ pedagogical practice when teaching science? The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the alternative hypothesis was “there is significant difference between teachers’ qualification and their pedagogical practice when teaching science”. The quantitative data collected by means of structured questionnaires was analysed using a computer package (i.e. SPSS version 22) while the qualitative data collected by means of focus group interviews and lesson observation was analysed using content and thematic analysis. The findings from the study revealed that teachers in the study incorporate in varying degrees learner – centred; and teacher- centred pedagogies in their science lessons. Whilst majority of the teachers in the study expressed a behaviouristic view of learning, which indicates a predisposition to teacher – centred pedagogy in the classroom; however, other pedagogical practices indicated by the teachers and observed in the science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in science. The study further found that there is a significant association between the educational qualification and their pedagogical practice when teaching science in the visited schools; therefore the alternative hypothesis is accepted and the null hypothesis is rejected. Based on the findings of the study, the following recommendations are made: i. In service training on subject content knowledge for natural science teachers, especially those without science qualifications so that they can grapple with the subject content knowledge. ii. Science workshops to be organized from time to time to train teachers on effective teaching practices in the classroom. iii. Outsourcing or involving more than one teacher in the teaching of natural science in schools. iv. Equipping of schools with science laboratories so that teachers can carry out science experiments with learners. v. The schools must ensure that only teachers with science qualifications are assigned to teach natural sciences in the senior phase. / Curriculum and Instructional Studies / Ph. D. (Education (Curriculum Studies))

Namibia is one of the countries with distinct historical education systems that shifted from the traditional teacher-centred approach to learner-centred approach to improve learning outcomes. Despite for the call upon secondary school teachers in Namibia to adopt the learner-centred approach, the pass rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very low with about 50% of the Grade 10 JSC learners failing to make it for senior secondary level. Therefore, this study sought to explore science teachers’ knowledge, practice and perception of learner-centred approach. This study employed a pragmatic approach using an explanatory sequential mixedmethods design to collect quantitative data first and then explaining the quantitative results with in-depth qualitative data. The structured questionnaire, interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis was used for the data collected by the questionnaire while qualitative data analysis was used for the data collected by interview and the observation protocols. The results showed an understanding of learner-centred approach and most teachers use a mixed approach to teaching that incorporates both learner-centred approach and teacher-centred approach. Furthermore, results showed that teachers view learner-centred approach as effective but its effectiveness is reduced by poor participation of learners, large class sizes and inadequate instructional materials. Following the results, it was recommended that the Ministry of Education and education policy makers must consider strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance. / Science and Technology Education / M. Ed. (Natural Science Education)

The goal of this research study was to understand the use of learner-centred approaches in teaching Accounting to enhance performance of learners at high schools (Grades 10-12). The teaching of Accounting in high schools is facing challenges. The Department of Education, through many curriculum implementations and revisions, have introduced a new approach to teaching as outlined in the National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS). This policy, as with previous ones, emphasises a change in teaching pedagogy emphasising learner-centred approaches in contrast to the traditional teacher-centred approaches which favour rote learning. The Department aims at developing knowledge but links that with acquiring and developing the skills of thinking critically and creatively, working as an individual or a member of a team, organising and managing oneself responsibly and effectively, collecting, analysing, organising and critically evaluating information, communicating effectively, using science and technology effective (DBE, 2011:5) in order to be able to adapt to the requirements of the commercial industries. It was found out that learner-centred approaches can enhance the performance of learners in Accounting in high schools. The researcher used a qualitative approach together with an interpretive perspective to examine the themes. Four high schools, four Accounting teachers and four Heads of Departments were selected from the Ximhungwe circuit in Bohlabela District in Bushbuckridge. Data was collected through observations and interviews. Data were analysed and findings presented. The findings reveal how the Economic and Management Sciences curriculum has a negative effect on Accounting in the higher grades of 10-12, by not developing a solid foundation for the subject. It also revealed that school, parent and learner-based challenges also contribute to a poor perception of Accounting and high failure rates. The research study revealed that learner-centred approaches can improve teaching and learning of Accounting. Recommendations were made in that respect. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)