Abstracts in English, Zulu and Afrikaans / The worldwide growth of open distance and e-Learning cannot be denied, nor can it remain unnoticed. In the South African setting, which is the focus of this study, the increasingly high demand for higher education has also led to the development of distance education. However, the throughput rate for this mode of education has been consistently unimpressive for over a decade and this has led to high dropout rates. There is cause for concern regarding how best to assist students and improve throughput. Therefore, this research has focused on identifying strategies that can be incorporated to support sustained learning in South African ODeL. It considers issues such as the social inequalities, previous disadvantages, and ICT affordances that characterise South African ODeL students. This research took a qualitative research approach, using a case study that was conducted as a dissertation of limited scope. The aim was to unveil the best approaches that could be incorporated in South African ODeL in order to support sustained learning. The study attempted to understand such strategies, based on students' perceptions and reflections on their experiences while studying first-level modules in distance education. The case for this research study was the University of South Africa (UNISA), where eight student participants were interviewed, using semi-structured interviews to collect data. The findings of this study revealed that there are some readily available resources that the institution and instructors can use to promote sustained learning and improve student throughput. This research recommends frequent student surveys to discover student needs and the challenges that they experience. It also recommends improved communication with students, provision of financial aid, development of open educational resources (OERs), ensuring rapid delivery of study material, and the use of different methods of delivering learning content. It is important to note that the findings of this dissertation are of limited scope and cannot be generalised to the issues affecting the majority of South African ODeL students – this because the study was carried out at one institution and involved just one module and eight participants. However, these findings have the potential to enlighten ODeL stakeholders as to matters affecting some of their students. The findings could also provide valuable information for future large-scale research. / Ukudlondlobala kohlelo kohlelo lwemfundo evulekile nokufunda kude kanye nohlelo lwe-inthanethi akunakuphikiswa, futhi angeke kwathathwa sengathi akunakiwe. Ngokwesizinda seNingizimu Afrika, esiyindikimba yalolu cwaningo, izinga elikhulayo lokufuneka kwemfundo ephakeme nakho sekuholele ekukhuleni kwemfundo yokufunda ukude.Yize-kunjalo, izinga legalelo lalolu hlelo lwemfundo kudala lubonakala lungeluhle esikhathini esingaphezu kweminyaka eyishumi kanti lokhu sekuholele ekutheni kwehle izinga labafundi abayeka ukufunda. Kunomnako mayelana nendlela nokuthi abafundi bangancedwa kangcono kangakanani ukuze bathuthukise izinga labo lokusebenza. Ngakho-ke, lolu cwaningo selugxile ekutholeni amasu lawo angasetshenziswa ukuxhasa imfundo esimelele ohlelweni lwe-ODeL lwaseNingizimu Afrika. Lokhu kufaka izindaba ezinjengokungalingani komphakathi, ukuncishwa kwamathuba esikhathini esedlule, kanye nokwazi ukukhokhela uhlelo lwe-ICT okuwuhlelo oluyinsika kubafundi bohlelo lwe-ODeL eNingizimu Afrika. Lolu cwaningo lulandele indlela yocwaningo eyencike kwizinga lengxoxo (qualitative), ngokusebenzisa ucwaningo lotho olwenziwa njengedezetheshini enobukhulu obunqunyiwe. Inhloso kwaye kuwukuveza izindlela ezingcono ebezingafakwa kwi-ODeL yaseNingizimu Afrika, ukuxhasa imfundo imfundo esimelele. Ucwaningo beluzama ukuzwisisa amasu anjalo, asuselwa phezu kwemiqondo yabafundi kanye nokubheka ulwazi lwabo kube ngakolunye uhlangothi bafunda omojuli besigaba sokuqala sohlelo lwemfundo yokufunda kude. Ucwaningo lotho lwalesi sifundo lwenziwa eNyuvesi yaseNingizimu Afrika (UNISA), lapho abafundi abayisishiyagalombili befakwa imibuzo yenhlolovo, ngokusebenzisa inhlolovo yesakhiwo sikanxambili ngenhloso yokuqoqa idatha. Ulwazi olutholwe yilolu cwaningo luye lwaveza ukuthi kunemithombo elungisiwe esesimeni esifanele engasetshenziswa yiziko kanye nabayaleli ukuthuthukisa uhlelo lokufunda olusimelele kanye nokuthuthukisa umsebenzi wabafundi. Lolu cwaningo luncoma amasaveyi enziwa njalo abafundi ukubona izidingo zabafundi kanye nezinselelo abafundi abahlangabezana nazo. Ucwaningo luphinda futhi luncoma uhlelo oluhle lokuxhumana nabafundi, ukuhlinzekwa ngosizo lwezimali, ukuthuthukiswa kwemithombo yemfundo evulekile (OER), ukuqinisekisa kohlelo olusheshayo lokuhlinzekwa. ngomatheriyeli wokufunda, kanye nokusebenzisa izindlela ezahlukene zokwethula indikimba yokufundwayo. Kubalulekile ukukhumbula ukuthi ulwazi olufunyenwe lwedizetheshini wulwazi oluncane olubekelwe imingcele kanti lolu lwazi angeke lwafaniswa nodaba oluthinta iningi labafundi base-ODeL yaseNingizimu Afrika – lokhu kungenxa yokuthi ucwaningo lwenziwa kwiziko elilodwa futhi lwaxuba umojuli owodwa kanye nabadlalindima abayisishiyagalombili. Yize-kunjalo, lolu lwazi olutholakele lunethuba lokukhanyisela abasebenzisani njengezinto ezithinta abanye babafundi. Ulwazi olutholakele belunganikeza ulwazi olusemqoka mayelana nocwaningo olubanzi olungenziwa esikhathini esizayo. / Wêreldwyd het oopafstand- en e-leer groei ervaar wat nie ontken kan word of ongesiens kan bly nie. In die Suid-Afrikaanse konteks, wat die fokus van hierdie studie is, het die toenemende vraag na hoër onderwys ook tot die ontwikkeling van afstandsonderrig gelei. Die slaagsyfer vir hierdie vorm van onderrig is egter al vir langer as ʼn dekade deurlopend onindrukwekkend, en dit het tot hoë uitsaksyfers gelei. Daar is rede tot kommer rakende die beste maniere om studente by te staan en die slaagsyfer te verbeter. Die fokus van hierdie navorsing was daarom op die identifisering van strategieë wat geïnkorporeer kan word om volgehoue leer in Suid-Afrikaanse oopafstand- en e-leer te ondersteun. Die volgende kwessies is ondersoek: die sosiale ongelykhede, benadeling in die verlede, en IKT-status wat met Suid-Afrikaanse oopafstand- en e-leer-studente geassosieer word. ʼn Kwalitatiewe navorsingsbenadering is gevolg; ʼn gevallestudie wat uitgevoer is, is in die verhandeling van beperkte omvang gebruik. Die doel was om die beste benaderings te bepaal wat in Suid-Afrikaanse oopafstand- en e-leer geïnkorporeer kan word om volgehoue leer te ondersteun. Tydens die studie is daar gepoog om sodanige strategieë te verstaan op grond van studente se persepsies en hul refleksie op hul ervarings terwyl hulle eerstejaarmodules deur afstandonderrig studeer het. Die geval wat in hierdie navorsing bestudeer is, is dié van die Universiteit van Suid-Afrika (Unisa), waar daar semi-gestruktureerde onderhoude met agt studentedeelnemers gevoer is om data in te samel. Die bevindinge van hierdie studie het getoon dat daar geredelik beskikbare hulpbronne is wat deur die instelling en die onderriggewers ingespan kan word om volgehoue leer te bevorder en die studente se slaagsyfers te verbeter. Op grond van hierdie navorsing word aanbeveel dat opnames gereeld onder studente gemaak word om hulle behoeftes en uitdagings te bepaal. Verdere aanbevelings sluit in verbeterde kommunikasie met studente, voorsiening van finansiële steun, ontwikkeling van oop opvoedkundige hulpbronne, versekering van spoedige lewering van studiemateriaal, en die gebruik van verskillende metodes om leerinhoud te lewer. Dit is belangrik om te besef dat die bevindinge van hierdie verhandeling beperk in omvang is en nie veralgemeen kan word om die kwessies in te sluit wat die meerderheid van Suid-Afrikaanse oopafstand- en e-leer-studente raak nie – aangesien die studie by een instelling uitgevoer is en slegs een module en agt deelnemers behels het. Hierdie bevindinge het egter die potensiaal om vir oopafstand- en e-leer-belanghebbers lig te werp op kwessies wat sommige van hul studente raak. Die bevindinge kan ook waardevolle inligting vir toekomstige grootskaalse navorsing oplewer. / Educational Studies / M. Ed. (Open Distance Learning)

This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science. / Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi. / Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik. / Science and Technology Education / M. Ed. (Natural Science Education)

Abstract in English, Afrikaans and Xhosa / The main aim of this study was to explore the extent to which teachers use group investigation as a teaching approach for Life Orientation in selected secondary schools in the Northern Cape Province in South Africa. Group investigation (GI) as a cooperative learning teaching approach is based on the philosophical principles of John Dewey who believed that schools had the responsibility of capturing learners’ interests, to expand and develop their horizons and to assist them in responding appropriately to new ideas and influences. Group investigation, a particular cooperative learning strategy, is based on the pragmatic paradigm that suggests that learners construct and apply knowledge as they interact with one another in a teacher-learner environment. This study was adopted in a concurrent triangulation mixed methods research design to be conducted concurrently. Quantitative and qualitative data were collected and analysed separately but simultaneously, the findings converged in the conclusion in order to respond to the research question. Convenient and purposive sampling was employed to select teachers and learners as participants in this study. Data were collected in the social setting where teachers employed group investigation as a teaching strategy with learners in cooperative working groups participating in learner-centred activities. The researcher used face-to-face interviews, focus group interviews, classroom observations as well as document analysis to collect data. The findings of this study revealed that teachers tend to display adequate content and pedagogical knowledge for the teaching of Life Orientation. However, the findings established that there is a need for novice teacher development in the interpretation and application of the content. Furthermore, group investigation has indicated that learners developed group skills easily, learn to work cooperatively in groups and that learners can depend on each other for the groups’ success. This study recommends that group investigation as a teaching approach be incorporated in the Life Orientation curriculum and that this needs to be shown in the lesson planning of teachers. The importance in the body of knowledge regarding teaching approaches and the academic value of the subject, Life Orientation as a fundamental subject, is indispensable within the FET curriculum. / Die hoofdoel van hierdie studie was om te bepaal in watter mate onderwysers groepondersoek as ʼn onderrigbenadering vir Lewensoriëntering in uitgesoekte sekondêre skole in die Noord-Kaapprovinsie gebruik. Groepondersoek as ʼn koöperatiewe leer- en onderrigbenadering is gegrond op die filosofiese beginsels van John Dewey, wat geglo het dat skole die verantwoordelikheid het om leerders se belange te akkommodeer, om hul horisonne te verbreed en te ontwikkel en om hulle by te staan om gepas op nuwe idees en invloede te reageer. Groepondersoek, ʼn spesifieke koöperatieweleerstrategie, is gegrond op die sosiaal-interpretivistiese-konstruktivistiese paradigma wat suggereer dat leerders kennis konstrueer en toepas wanneer hulle met mekaar interaksie het in ʼn onderwyser-leerder-omgewing. Hierdie studie is in ʼn konkurrente triangulering- gemengdemetodenavorsingsontwerp aangepak – om samelopend maar afsonderlik uitgevoer te word. Kwantitatiewe en kwalitatiewe data is afsonderlik ingesamel en ontleed, maar terselfdertyd is die resultate gekonvergeer in die gevolgtrekking om die navorsingsvraag te beantwoord. Gerieflikheid- en doelbewuste steekproefneming is gebruik om onderwysers en leerders te kies om aan die navorsing deel te neem. Data is ingesamel in die sosiale situasie waar onderwysers groepondersoeke as ʼn onderrigstrategie aangewend het, met leerders wat in koöperatiewe werksgroepe aan leergesentreerde aktiwiteite deelneem. Die navorser het persoonlike onderhoude, fokusgroeponderhoude, klaskamerwaarnemings sowel as dokumentontleding gebruik om data in te samel. Die bevindings van die studie het getoon dat onderwysers geneig is om voldoende inhoud en pedagogiese kennis vir die onderrig van Lewensoriëntering te toon, terwyl daar ʼn behoefte aan die ontwikkeling van nuweling-onderwysers se interpretasie en toepassing van die inhoud is. Daarbenewens het die groepondersoeke ook gewys dat leerders maklik groepvaardighede ontwikkel, leer om koöperatief in groepe te werk, en dat hulle op mekaar kan staatmaak vir die sukses van die groep. Hierdie studie beveel aan dat groepondersoeke as ‘n onderrigstrategie in die Lewensorientering kurrikulum geïnkorporeer moet word en dat dit in die lesbeplanning van die onderwysers aangedui moet word. Die belangrikheid van kennis met verwysing na die onderrrigstrategieë en die akademiese waarde van die vak, is Lewensorientering as ‘n fundamentele vak onvervangbaar binne die VOO kurrikulum. / Injongo ephambili yesi sifundo kukuqwalasela ukuba ootitshala bayisebenzisa kangakanani indlela yokufundisa yophando lweqela kwizifundo ngobomi ekuthiwa yiLife Orientation kwizikolo zesekondari ezikhethiweyo kwiPhondo loMntla Koloni. Uphando lweqela, njengecebo lokufunda nokufundisa ngokubambisana lusekelwe kwiinqobo zefilosofi kaJohn Dewey, owayekholelwa ekubeni izikolo zinoxanduva lokudlwengula umdla wabafundi, zinabise amathuba olwazi, zibancedise ekusabeleni ngokufanelekileyo kwizimvo neempembelelo ezintsha. Uphando lweqela, nolulicebo lobulumko lokusebenza ngokubambisana, lusekelwe kwiingcinga zokwakha intsingiselo ngokusebenzisana, le nto kuthiwa yisocial interpretivist-constructivist paradigm ngolwimi lwesiNgesi. Ezi ngcinga zithi abafundi bazakhela ulwazi, balusebenzise xa besebenzisana kuloo ndawo bafundela kuyo. Esi sifundo siqhutywe ngokusebenzisa iindlela zophando ezixubeneyo neziqhutywa ngaxeshanye lo gama zahlukene. Kuqokelelwe, kwaphengululwa idatha ngokwahlukeneyo ngokobuninzi bayo ngaxeshanye nangokokucinga nzulu ngayo, okufunyanisiweyo kwadityaniswa esiphelweni ngenjongo yokuphendula umbuzo wophando. Isampulu yophando yakhethwa ngononophelo nangendlela enokusebenza lula xa kwakukhethwa ootitshala nabafundi abaza kuba ngabathathi nxaxheba kwesi sifundo. Idatha yaqokelelwa kwimeko yezentlalo apho ootitshala babesebenzisa uphando lweqela njengecebo lokufundisa, apho abafundi babesebenza ngokwamaqela ancedisanayo kwimisebenzi yezifundo zabo. Umphandi waqhuba udliwano ndlebe nomntu ngamnye, udliwano ndlebe namaqela achaphazelekayo, waqwalasela okwenzeka eklasini, waphengulula nemibhalo ekhoyo xa wayeqokelela idatha. Okufunyaniswe kwesi sifundo kwadiza ukuba ootitshala babonisa ulwazi olwaneleyo ngeziqulatho neendlela zokufundisa izifundo ngobomi okanye iLife Orientation, lo gama sikho sona isidingo sokuphuhlisa izakhono zootitshala abatsha ekutolikeni nasekusebenzeni ngeziqulatho zezi zifundo. Ngaphezu koko, uphando lweqela lubonise ukuba izakhono zabafundi zokusebenza ngamaqela ziphuhla lula, bafunda ukusebenzisana bengamaqela kwaye bafunda ukwazi ukuxhomekeka omnye komnye ukuze iqela liphumelele. / Curriculum and Instructional Studies / Ph. D. (Curriculum Studies)