Student Number : 9110316P - M Ed research report - School of Education - Faculty of Humanities / This study seeks to establish if teaching Grade 7 Algebra accords with Outcomes Based Education [OBE] in a sample of three state primary schools in a province, South Africa. Following the methods of illuminative evaluation the researcher looked for ‘matches’ and ‘mismatches’ between what was planned in an OBE text with what ‘actually happens’ in classroom teaching to gauge if the shift to outcomes has taken place in teaching Mathematics in these schools, and make recommendations to improve. Data was collected using document analysis to establish how percentages was planned to be taught by teachers and using naturalistic observations with follow-up probing interviews to establish how this teaching actually took place in classrooms. The data was checked by questionnaire data seeking the views of educators doing this teaching. The data showed 5 Patterns in this teaching, one only according with planned OBE teaching, 2 other Patters where teaching was more-or-less as intended, and 2 further Patterns where teaching failed to accord with the OBE text. Just over half the teachers or 58% of the sample seemed to have shifted to OBE, and less than half or 42% of educators seem not to have done so. Primary amongst the findings is that educators failed to teach Mathematics conceptually first as planned, preferring in a variety of ways to omit conceptual explanations by way of introduction to lessons in favour of ‘guiding examples’, ‘group work’ and ‘report back’, ‘teacher and learner assessment’ and ‘concluding exercises’, the six categories which emerged for teaching in these lessons. The study recommends primarily that educators re-claim teaching Mathematics conceptually first, and prior to completing examples and giving exercises to learners. It concludes that fewer educators than expected seem to have shifted towards OBE teaching in these Mathematics classrooms, 6 years into the national innovation, C 2005.

This study investigates how educators at General Education and Training (GET) level (senior phase) go about teaching problem solving skills, reasoning and communication as indicated in the OBE Mathematics curriculum (GET). In comparison to previous curricula, the new Outcomes-Based Education (OBE) Mathematics curriculum at the GET level, places more emphasis on problem solving, reasoning and communicating mathematical ideas. If properly implemented as intended by the curriculum reformers, then many of the problems that are encountered at tertiary level might no longer exist. Thus it is interesting to investigate how educators at GET level go about teaching such skills as problem solving, reasoning and communication as indicated in the OBE Mathematics curriculum at GET level. This study describes case studies of Grades 8 and 9 Mathematics teachers in eleven secondary schools in Mpumalanga Province in South Africa. The case studies explore whether and how the mathematics teachers go about trying to achieve the outcomes mentioned in the OBE (GET) Mathematics curriculum. The educators’ pedagogical methods are investigated, and, generally, how well the learning outcomes are achieved. A third research strand focuses on whether there exists a relationship between the teachers’ contribution (input), which is the foundation laid by the teacher for the later realisation of outcomes and outcomes as attempted or demonstrated by learners (output). The data were collected through video-tape recordings by trained educators, that is, Mpumalanga Secondary Science Initiative (MSSI) project staff to ensure authenticity and credibility of results. / Dissertation (MSc)--University of Pretoria, 2007. / Mathematics and Applied Mathematics / unrestricted

Dissertation submitted in fulfilment of the requirements for the degree of Master of Education in the Department of Foundations of Education at the University of Zululand, 2003. / Outcomes-based education, like all other systems, need love, interest, background knowledge to learners as well as educators and proper resources for backing up the learning process. Educators' success in OBE depends on conditions of the country and circumstances like geographical locations that lead to imbalance of changes accompanied by problems such as overcrowded classrooms and inadequate of educational resources in rural and urban area.

D.Tech. / South Africa, as a developing country, is in search of an approach to education that could overhaul the problems associated with the historical education system. Outcomes-based education was introduced in South Africa on the assumption that it would lead to an increase in the quality of education by improving the standard of teaching and learning performance and by providing a curriculum that is more relevant to learners‘ needs. A focus of this research project is to empower physiology lecturers with the relevant teaching, learning and assessment skills needed to implement outcomes-based education within a constructivist framework. This research study describes the development of learning interventions for physiology that exploits the congruencies between constructivist perspectives on learning and the individual attributes of students as defined by learning styles and instructional design principles. This development research project was conducted in four phases: an extensive literature review in which teaching, learning and assessment models and theories were integrated into Curry‘s 'Onion model‘; the design of questionnaires, based on the literature reviewed, to compile a profile of the students registered for physiology at the University of Johannesburg; a pilot study; implementation of the questionnaires; and analysis of the data. Concurrent with this the different teaching, learning and assessment interventions, as identified in the literature, were implemented and evaluated continuously. A questionnaire was designed and implemented to determine student‘s views on these different interventions. Observations were also captured in a teaching diary and during semi-structured interviews with students. The literature review revealed that although there is a vast amount of information available on teaching, learning and assessment most of the models, theories and strategies described do not address the presence of more than one style at a time. This study makes a contribution to the field of instructional design for physiology with the development and application of the proposed model for 'Whole brain learning‘, as well as the proposed model for designing learning interventions entitled 'The 3‘D‘s of designing learning interventions‘.

Outcomes focused education is an educational reform movement that has influenced many countries, including Australia, in recent years. In this study the case of one primary school in Western Australia is examined. The study explores how this single school has implemented an outcomes approach within the context of large-scale jurisdictional change. The research design utilises the qualitative approaches of ethnography and phenomenology to develop a layered case study with the basic unit of analysis being the school site. A number of richly informative case studies, from within this single site, have been developed drawing on data from a broad range of stakeholders including teachers, students, parents and the school’s principal. Departmental and school based documents have also been utilised to inform and guide the development of each case study. Emergent themes with respect to the implementation of educational change have been identified and the implications of these are discussed. At the time of the study the school site was only in its fifth year of operation, and a variety of key factors were identified as having a significant impact on the level of success achieved in implementation. The change management model as used by the school is identified and described, and several critical areas of weakness are revealed. As a result, the study raises critical questions about the effectiveness of the model used by the school and therefore questions the potential for this model to be used successfully in other schools implementing similar pedagogical change.

Published Article / The Academic Planning Committee of the Central University Of Technology, Free State stated in April 2003 that academic success depends on academic institutions to create a learner-centred educational environment. In a learner-centred approach to the facilitation of learning, curriculum design, instruction and assessment focuses on what the learner should be able to do successfully. The mentioned Learner-centeredness is closely related to the principles of outcomes-based education (OBE). The purpose of this article is, therefore, to explore the feasibility of a learner-centred approach to the facilitation of learning in the context of Financial Accounting I, by considering the possible implementation of the four essential principles of OBE.

Published Aticle / The learners going through outcomes-based education (OBE) were expected to acquire skills which would help them to become critical thinkers, good workers and good citizens. However, this is not happening for learners in the Free State Goldfields' township schools, due to the unsuccessful implementation of OBE in these schools. The purpose of this study is to investigate why OBE is failing in the Free State Goldfields' township schools. In order to determine these reasons, a questionnaire was developed and administered on 183 educators from township primary schools in the Free State Goldfields. Focus group interviews were also conducted to confirm information collected through the questionnaire. Data collected was qualitatively analysed. It was found that the inadequate professional training received by educators, the poor home backgrounds of learners, illiteracy of parents, and a lack of adequate resources and facilities were the main reasons why the implementation of OBE was not succeeding in these schools. The re-training of the township school educators, the involvement of parents and the provision of resources may help to implement OBE more effectively in these schools.

Post 1994 the South African education system has focused on creating education for all under a single core syllabus. It also stressed the need for a shift from the traditional teacher-centred approach to a learner-centred approach. As a result, the shift was made from an aims-and-objectives education to Outcomes Based Education (OBE). OBE has placed a different set of demands on teachers and the way in which they assess. Specifically teachers are required to use peer collaboration to bring about learning and simultaneously assess that learning has transpired. However, many teachers are left feeling uncertain about the efficacy of OBE. This report reviews the relevant literature as well as theories needed to understand the process learning. The objective of this research report is to establish teacher’s current perceptions are of OBE. More so, the research aimed to ascertain how useful peer collaboration is in facilitating learning. The results from this study show that teachers are uncertain about the efficacy of OBE. Although a significant number of teachers strongly agree with the underlying principles of OBE they feel that implementation as intended by policy makers is idealistic. Furthermore, they are conflicted about the notion that peer collaboration can sufficiently facilitate learning. Lastly, the findings of this study suggest that in implementing peer collaboration successfully, tenets from social psychology such as group dynamics need to be considered.

Thesis (M.Dev.) --University of Limpopo, 2007. / This study sets out to explore the challenges faced by grade 9 educators in the implementation of Outcomes-Based Education (OBE) in Maleboho East Circuit in Limpopo Province in view of the role played by this new education approach in the government’s agenda for social transformation. The study is mainly exploratory in design and has been undertaken within a qualitative framework. Thus, the study does not purport to come with explanations of cause and effect relations. It only explores the challenges that impact on successful implementation of the OBE approach. The research results show that the OBE approach is not effectively implemented in schools, due to inadequate teacher training, limited or little support to educators in their classroom practice, overcrowded classes and poor working conditions of educators. There is a need for a multi-dimensional approach that aims to address not only deficiencies in training, but also to impact on the attitudinal changes of educators. / N/A

The aim of this study was to outline the importance of Junior Traffic Training Centres in both primary and secondary schools. This would aid the effective integration of Traffic Safety Education in the school curriculum within outcomes-based education. The primary objective of this research was to determine the ways in which Junior Traffic Training Centres at schools are instrumental in the development of knowledge, skills and attitudes of learners towards safe participation in traffic environment. This research was conducted by means of a literature study and an empirical investigation through a questionnaire and observations. Investigation focused on learners from three schools, namely Maheelo Primary School (a farm school at Hartbeesfontein), Gaenthone Secondary School (a semi-rural school in Tigane Township near Hartbeesfontein) and Phaladi Combined School situated in Ikageng Township. It was found that more emphasis should be placed on pedestrian education. Learners should be taught traffic safety from pre-school, with the help of Junior Traffic Training Centres. Ten recommendations are made in Section 7.5. These include more training in Traffic Safety Education and that focus must be placed on disadvantaged areas; that government should avail trained teachers in Traffic Safety Education; and that schools must have access to Junior Traffic Training Centres. This study is of significance to the North West Province and the South African society because each day we lose learners through road accidents. This does not only cost the government money but is also painful to all of us. This study maintains that teaching our learners road safety education could contribute towards overcoming this situation. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.