The advent of democrary in South Africa in the early 1990's led, due to choice or circumstances, to the influx of numerous learners whose home language is an indigenous language, into school environments where the language of learning and teaching (LoLT) is English. These learners are confronted with the challenge of mastering the curriculum content while simultaneously learning English in which it is couched and instructed. When the LoLT differs from learners’ home language, this difference can be an educational barrier, which if not addressed timeously and effectively, may become a major challenge to a fully inclusive education system. The main aim of this research was to investigate whether Grade 4 English second language learners who experienced barriers to English as LoLT were supported in all subjects. The research also probed how effectively these learning support strategies were being implemented under the guidance of SBSTs at mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

Quantitative Techniques is traditionally a subject with a poor pass rate at Walter Sisulu University. In search of a turnaround strategy, the purpose of this study was to determine the level of problem-solving proficiency of Quantitative Techniques students, which is suspected to influence achievement in this subject. A descriptive survey design was used in this research. Second-year ND (Marketing) students (128) took part in the study. A questionnaire and a written test were used to collect data. A profile of participants’ problem-solving was determined. Their weaknesses and strengths in problem-solving were investigated. The problem-solving proficiency of participants with regards to the biographical variables of Gender, Age, Mathematics background and whether they took Data Handling training at school or not were explored. A model, based on Polya’s four stages of problem-solving, was used to measure the students’ level of problem-solving proficiency, which was 59,16%. Findings suggest that the students achieved highest in understanding a problem (72,29%) and making a plan to solve the problem (73,77%). They are weakest at interpreting their results (29,38%). MANOVA results showed no statistical significance for the biographical variables. The univariate results suggest that age, Data Handling training at school and Gender could affect problem-solving proficiency. Since the findings of this study indicate a strong relationship between participants’ problem-solving proficiency and their actual achievement, some intervention is recommended. An intervention could be in the form of a section on problem-solving in the course, supplemental instruction or an introductory course. Course and curriculum content should be revised to address students’ proficiency in problem-solving. / Mathematical Sciences / M. A. (Statistics Education)

Defence organisations have now significantly developed and in the process they have applied various measures to sustain their progresses and encourage innovation. One of those measures is by embarking on KM programs. KM in military is seen as a strategic approach to achieving defense objectives by leveraging the value of collective knowledge through the process of creating, gathering, organizing, sharing and transferring knowledge into action. It is through proper knowledge management practices that an organisation embraces and manages its knowledge generation, knowledge acquisition, knowledge organisation, knowledge storage, transfer, knowledge sharing, and knowledge retention. The purpose of this study was to investigate knowledge management practices in the Department of Defence (RSA). The objective of the study was to find out how the department appreciates, understands, interprets and handles its knowledge. This study employed triangulation method to present trustworthiness of both qualitative and quantitative research approaches using positivist research design. Questionnaires, interviews and document analysis were employed to collect data. In order to arrive at the number of participants who received the questionnaires, a probability sampling method called stratified random sampling was used as well as purposive sampling. When setting up a study, it was essential to review the research identified in the literature review and to determine whether there is anything relevant to the research design of the proposed study. The study found that knowledge management was hardly understood generally in the department and was not an approach used and institutionalised for the benefit of the organisation. However there was embedded knowledge management appreciation from a few staff members in the department, only managing their own knowledge regarding learning, capturing and storage. Additionally there is a significant number of staff members who believe knowledge management is a way to go in the future and strongly believe their Defence Department needs to adopt a comprehensive and inclusive KM approach. / Information Science / M.A. (Information Science)

This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Text in Afrikaans / Die huidige onderwyssituasie in Suid-Afrika bied 'n uitdaging om te besin oor die relevansie van bestaande kurrikulurninhoude. 'n Paradigmaverskuiwing is nodig om aan alle leerders die geleentheid te bied om hulle leerpotensiaal te optimaliseer. Hierdie studie fokus op 'n paradigmaverskuiwing in preprimere onderwys. Die verslag van die studie begin met 'n literatuurstudie wat vanuit 'n opvoedkundig-sielkundige en neurosielkundige perspektief fokus op toereik.ende leer. Die uitkoms van hierdie fokus toon die volgende kemaspekte: Kognitiewe en metakognitiewe vaardighede is 'n voorvereiste. Die opvoeder se rol as begeleier is van kardinale belang. Kognitiewe vaardighede stel die leerder in staat om sy eie logiese denksisteem te konstrueer. Die intrinsieke motivering van die leerder tot deelname aan die leerhandeling is belangrik. Neurologiese gereedheid, wat onder andere hemisferiese integrasie sowel as inter- en intrasensoriese integrasieprosesse behels, is 'n voorvereiste vir toereikende leer. Vir die opvoedkundige sielkundige wat horn ten doel stel om hierdie kognitiewe benadering tot toereikende leer in die praktyk toe te pas, is dit nodig om ontoereikende kognitiewe funksionering te identifiseer. Daar is in hierdie studie gepoog om 'n werkswyse vir die identifi.sering van ontoereikende kognitiewe funksies daar te stel aan die hand van die Junior Suid Afrikaanse Individuele Skaal. 'n Onderrigmodel wat voorsiening maak vir die ontwikkeling van kognitiewe vaardighede en neurologiese gereedheid is voorgestel. Die onderrigmodel behels die integrering van die "Bright Stan Cognitive Curriculum" van Carl Haywood en Paul Dennison se "Brain Gym" in die normale dagprogram van preprimere onderwys. Die empiriese navorsing is daarop gemik om vas te stel of dit moontlik is om die onderrigmodel in die normale dagprogram te implementeer, aangesien dit 'n bydrae sal lewer tot algemene praktykverbetering en die optimalisering van die leerpotensiaal van elke voorskoolse leerder. 'n Uiteensetting van die navorsingsontwerp en data-analise is verskaf en uit die empiriese studie kan gekonkludeer word dat die program, met noodwendige aanpassings aan die bestaande preprimere dagprogram en ook die onderrigmodel, wel 'n positiewe bydrae sal maak tot praktykverbetering en die optimalisering van die leerpotensiaal van die skoolbeginner. Hierdie aanpassings wat juis die paradigmaverskuiwing behels, is vervat in die aanbevelings wat uit hierdie studie voortvloei. / The present situation in education in South Africa offers a challenge to consider the relevance of existing curricula. A paradigm shift is necessary to provide all learners with the opportunity to optimise their learning potential. This study focuses on a paradigm shift in preprimary education. The report of the study commences with a theory framework from an educational and neuro-psychological viewpoint that focuses on effective learning. The key concepts that emerged from this study were the following: Cognitive and metacognitive skills are prerequisite to effective learning. The educator's role as mediator is of cardinal importance. Cognitive skills enable the learner to construct his own logic system for effective learning. Intrinsic motivation of the learner towards participation in the learning process is important. Neurological readiness for learning including among other aspects, the intra- and intersensory as well as hemispheric integration, is fundamental to effective learning. For the educational psychologist wishing to apply this cognitive approach to effective learning, it is necessary to be able to identify cognitive dysfunctioning. In this study an attempt is made to establish a methodology for the identification of cognitive dysfunctioning using the Junior South African Individual Scale. An educational model making provision for the development of cognitive skills and neurological readiness is proposed. This model involves the integration of "Bright Stan Cognitive Curriculum" by Carl Haywood .and "Brain Gym" by Paul Dennison into the normal preschool programme. The empirical research is intended to determine the feasibility of implementing this educational model within the existing preschool programme. A presentation of the research design and the data analysis is included in the study. From the results of the research it can be concluded that, with approriate adaption of the existing pre-primary programme and the educational model, the programme would make a positive contribution to an enhanced curriculum and thereby also the optimisation of the learning potential of the schoolbeginner. The required adaptions that will result in a paradigm shift are included in the recommendations arising from this study. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Text in English / The current changes in health care systems challenges knowledgeable, mature and independent practitioners to be able to integrate theoretical content with practice. The study aims to investigate the problems of integrating theory with practice in selected clinical nursing situations. The study focused on the rendering of family planning services to clients which is a component of Community Nursing Science. The findings of the study reveal that there is a need for an integrated holistic curriculum which will address the needs of the community. It was concluded that a problem-based and community-based curriculum, safe and patient-friendly clinical environments, intersectoral collaboration between college and hospital management and student involvement in all processes of teaching and learning will improve the integration of theory and practice. There also appears to be a need for tutors to be more involved in clinical teaching, accompaniment and the continuous evaluation of students. / Health Studies / M.A. (Nursing Science)

The study deals with the professional development of educators as a key factor in the promotion of the culture of learning in Johannesburg South District. The aim was to determine the impact of professional development workshops in Johannesburg South district schools. A literature review was used to establish what other scholars say about the concept of professional development. Thereafter, a qualitative study was conducted. Data was gathered during interviews, based on pre-planned interview questions. Ten experienced participants were selected by using purposive sampling and asked about their perceptions and experience of professional development in the Johannesburg South District. The recorded interviews were transcribed and analysed to explore educators’ insights about professional development in the district. Findings indicate that educators wish to be rewarded with certificates of attendance or monetary incentives after attending professional development workshops presented by knowledgeable facilitators, and they also wish to collaborate with teachers from other districts. / Educational Management and Leadership / M. Ed. (Education Management)

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)

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)

The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance. All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations. / Mathematics Education / M. Sc. (Mathematical Education)