Submitted in fulfilment of the requirements of the Degree Master of Social Work in the Faculty of Arts in the Department of Social Work at the University Of Zululand, South Africa, 2012. / Schools in South Africa have many young learners in the education system whose problematic behaviour have been left unattended, and thus resulting in learners having emotional turmoil. According to the researchers observation Youth between the ages of 13-19 spend 75% of their time in the classroom area and because of this, one can assume that it is where their good or bad learnt behaviour or adapted behaviour manifests itself. What social workers must appreciate is that children come to school with vastly different needs and values. Therefore, social workers should focus their intervention on helping children to become aware of and to learn to exert some degree of control over those change processes that are already at work in their lives. The goal of this study was to investigate the effectiveness of social work services on the behaviour modification of learners. For this study, the researcher utilised the quantitative approach. The respondents included were twenty five educators as respondents to the research, representing five high schools in Esikhaleni. The key findings indicated in the study are that there is an under-utilisation of social workers at schools by the Department of Education. The findings of the study also indicated that mainly practicing social workers perform the task of school social workers, hence this limits access to social work services for troubled learners. The recommendations of this study are that Social Workers need to be placed on school premises as an immediate response measure, so that these two departments can work cooperatively. Social workers need to outline their plan of action and involve the educator in the modification process. Social workers should market themselves in their communities and should link up with other department so as to create a liaison partnership, such as schools and professional within those departments, eg educators, School Governing Body (SGB), and School Management Team (SMT).

The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction. The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results. / Mathematics Education / M. Ed. (Mathematics Education)

The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction. The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results. / Mathematics Education / M. Ed. (Mathematics Education)