A research project submitted in partial fulfilment of the requirements for the degree of MA in Research Psychology in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, March 2016 / Despite 20 years of democracy, education in South Africa is still plagued by the inequalities carried over from apartheid. Concerns on issues of standardisation in education, which are linked to socio-economic status, make it increasingly difficult to determine what skills learners are leaving the schooling system with (Blignaut, 2009; Du Plessis & Webb, 2012; Lumadi, 2011; Maiyo, 2015; Watts, 2001). There is a need to bridge the gap that currently exists within education, and one way in which this is thought possible, is through the integration of technology in the classroom (Department of Education, 2004). In 2015 the Smart Schools Project was put in place to promote the implementation of technology in South African schools. One of the aims of this project is to standardise education through redressing the inequalities within the country. This study aimed to investigate the perceptions of parents, with regards to the introduction of technology within primary school classrooms in South Africa. In order to achieve the main aim of this study, perceptions of parents were explored from parents whose children were in private and government-funded schools. This study used a combination of two models in order to understand how parents’ usage and acceptance of technology could possibly influence their children’s interaction with technology. This study found that how parents come to use and accept technology is not influenced by socio-economic status. Further, it was noted that acceptance and usage impacted how they viewed technology being introduced in the classroom. / GR2017

Thesis (M.ED) --University of Limpopo, 2013 / There is a general outcry from the Department of Education (DoE) and universities with regard to the levels of reading/literacy of learners entering university, as the standard of reading levels seems to be a recurring issue in most of the South African schools. The problem of students’ poor reading skills in primary schools is usually carried over into secondary schools and higher education institutions as underlying cause of many students struggling to cope academically. Despite the introduction of several measures and guidelines, most learners remain functionally illiterate. In 2008, a National Reading Strategy (NRS) was put into place by the DoE: the aim of which was to promote a nation of life-long readers and life- learners. Well-developed reading skills are central to successful learning across the curriculum. The study examined the reading levels of the intermediate phase learners in the rural areas of Limpopo province. Following case study procedures, the study examined natural occurring reading of grade five learners in the intermediate phase. Collected data included observation, video tapes of learners while reading grade prescribed texts and interviews with intermediate phase educators. A descriptive quantitative discourse analysis of learners' reading and descriptive qualitative case study analysis were employed. The researcher takes the reader into the ordinary South African rural classroom, discusses findings and analysis, followed by suggested recommendations.

Thesis ( M.ED. (Mathematics)) --University of Limpopo, 2013 / This study used case study design to explore concept maps for meaningful teaching and learning of mathematics in Grade 6 class. The purpose of the study was to reflect on the usage of concept maps to promote meaningful teaching and learning of mathematics in Grade 6. Eighty seven (87) learners participated in the study. Data were collected through transcripts of learners’ work and interviews. Interviews were conducted to get more information on learners’ concept maps. Learners drew concept maps on three different sessions on different topics namely: fractions, measurement and angles. A list of concepts was supplied for each topic. 10 learners’ concept maps and 2 interview transcripts were analysed. Mark schedules were also used to check learners’ performance. Results showed that learners used varied number of links to connect concepts and that there was an increase in the number and quality of propositions made. Concept maps proved to be useful in enhancing meaningful teaching and learning of mathematics in Grade 6 class.

M. Tech. Education / The purpose of this study was to determine how delegation, as a management tool, is being used in primary schools in the Tshwane West District. There are indications in Tshwane West District primary schools which suggest that delegation is improperly employed or not used at all. In some cases, workloads become so unbearable that many people even at management level resign their posts. Many of the primary schools in Tshwane West District have been identified as underperforming primary schools by the GDE through the Gauteng Province Literacy Strategy. The study therefore endeavoured to determine the use of this most important tool in the daily duties of school managers.

The researcher's personal conviction that major problems in the teaching of mathematics are inherited from elementary levels inspired the investigation of the contribution of practical work in the teaching of fraction division in grade seven. The all encompassing approach of the study dictated the involvement of teachers and learners as participants. Teachers' perceptions of practical work and their classroom practices were investigated to confirm or refute existing assumptions and literature claims. Questionnaires in which teachers expressed their views on practical work and fraction teaching were administered to teachers. Lessons on the division of fractions were observed to determine teachers' practices in relation to the researcher's assumptions and claims by literature. Data yielded by these research instruments confirmed or refuted assumptions and literature claims. Learners underwent an experiment and their views were sought to establish the value of practical work in the teaching of fractions and fraction division. Instruments used for the experiment were the pre-test, post-test and worksheets. Data from these instruments gave an indication of the value of practical work in enhancing learners' understanding of fraction division. Learners' responses to interview questions further elucidated and confirmed the valuable role played by practical work in learners ' understanding of fraction division. Learners' responses also provided deeper insight into facets of learners ' cognitive development as they engaged with different aspects of practical work in the division of fractions . Besides confirmation and refutation of some established assumptions and literature claims, previously unknown realities about aspects of practical work and fraction division also emerged from findings. This wealth of the data carried crucial implications for teacher training, the teaching of fractions and fraction division, and further research. A look at these implications hopes to contribute to the enhancement and improvement of the teaching of fractions and fraction division. Teacher training institutions, designers of INSET programmes, policy makers and teachers should all benefit from findings of this study. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.

The purpose of this study is to ascertain, from a review and analysis of the literature, if any key messages emerge within which curriculum reconstruction of primary science education in South Africa can be undertaken. Firstly, three paradigms in education are equated with three philosophies of science and the compatibility of modes of inquiry are highlighted. It is argued that paradigms can be used as a form of analysis to locate particular approaches to the teaching and learning of science. Thereafter, an overview of major trends in science education is provided. The various views of and approaches to science education are analysed and located within particular paradigms. In order to assist in such analyses, a conceptual framework is developed. This draws on key determinants of curriculum development and locates these within each of the three paradigms. The framework is applied to a review and analysis of international emphases in primary science education, within which five different perspectives are identified. These are located within different paradigms. Science education in developing countries is considered thereafter and some recent trends in primary science curriculum development in South Africa are examined. It is shown that the recent syllabus revision process and the revised syllabuses in South Africa are still located in a technical approach to curriculum development. In seeking an alternative approach, the weaknesses of imported ready made solutions from more developed contexts are highlighted, and an exploration of alternative approaches that are more responsive to local contexts is then undertaken. Some innovative examples of curriculum development in other parts of Africa and South Africa are examined. From the review and analysis a set of key messages emerge for curriculum development in primary science education. In selecting appropriate programmes, it is vital that attention is given to children's' existing abilities and ideas, to the expected role for science in society, and to a particular society's values and norms. Material provision, of itself, does not bring about meaningful change, and teachers can and should be involved in the production of teaching materials. Another key message is that it is crucial for teachers to be involved in curriculum decision making, although they may need inservice support to make this possible. Approaches to inservice education must therefore give due consideration to this, and to developing classroom based teaching competencies. Finally, attention is given to some of the factors which may contribute to systemic change in science education. / Thesis (M.Ed.)-University of Natal, 1996.

This case study examines the pedagogy of early reading in one mainstream (numerical norm) South African school. Existing research shows that there is reason for grave concern in South Africa regarding the reading achievements of a large proportion of children in the Foundation Phase of schooling. The impact of poor reading achievement in the early years not only remains largely unmitigated throughout schooling, but also affects adult illiteracy rates and academic achievement in institutions of higher learning. The implications for individuals and for society as a whole are profound. However, the acquisition of reading competence in the Foundation Phase at school in South Africa is surprisingly under-researched and has tended to focus on the language of instruction (the "mother tongue debate") or on broader sociological explanations for the generally poor reading performance of South African school children who do not attend elite schools. Explanations relate to the web of widespread poverty, poor health conditions, and early childhood learning experiences at home and in ECD centres which inadequately prepare children for the demands of schooling, and lack of access to resources such as books in the home. Little of the existing literature directly addresses how pedagogies of early literacy influence the "reading crisis". This study contributes to understanding poor reading achievement by providing a rare rich description of three Grade 1 literacy classrooms in one South African township school, seeking pedagogical explanations for the continued low reading achievement of South African school children. This interpretative, qualitatively dominant, theory-seeking case study is bounded by category (the pedagogy of teaching reading), space (Grade 1 classrooms in one particular mainstream school in KwaZulu-Natal), time (2006/2007) and theme (How meaning is positioned in the teaching of reading). It captures the understandings and practices of Grade 1 teachers with respect to the initial teaching of reading through an additional language in a typically mainstream school in South Africa. The positioning of reading as a meaning-making activity and the kind of "literate subject" produced by this positioning are foci of investigation and analysis. Data are examined from the perspective of reading theory. Data were gathered from a transect walk through classrooms, extensive classroom observations, teacher interviews, participatory artefact analysis, questionnaires and children‘s drawings. Findings were that these teachers, though fully qualified, have neither coherent understandings of how literacy develops nor appropriate pedagogical knowledge to inform their practice. The dominant instructional practice in these Grade 1 classrooms is whole class recitation of lists of words and of short and mostly unconnected text with restricted meaning and function. Teachers do not consciously help learners to develop the ability to manipulate and play with sounds. Scant attention is paid to the development of concepts about print in these Grade 1 classrooms, in spite of the literacy-poor backgrounds from which most learners come. There is effectively no access to books in the classroom, visits to the school library are irregular and teachers do not read aloud regularly to learners. Learners are not significantly exposed to extended text in the first year of schooling. The almost exclusive use of phonic decoding does not develop learning strategies for word recognition and comprehension, and is inappropriate for proficient reading in English. Most importantly, teachers and learners do not approach reading or writing as a meaning making activity. In the light of international research, it is argued that these practices prevent children from coming to an early understanding of the functions of text and from developing a range of strategies for comprehension. It is argued that this lack of focus on meaning and on ways of constructing meaning in reading are factors contributing to the poor performance of learners in standardised reading tests. Explanations for these pedagogical practices involve a complex interplay of personal experience of reading, outdated initial teacher education and inadequate continuing teacher education. Recommendations are made regarding initial and continuing teacher education for Foundation Phase teachers. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

The problem of poor reading levels among South African students is still prevalent at all levels of education. Attempts to eradicate the problem through various means, for example, Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading, and many more have been made, yet to date no observable improvements have been noted. The purpose of this study is to explore the teaching of reading in isiZulu home language classrooms. The study aimed to answer three research questions: (i) What do foundation phase teachers say about teaching reading in isiZulu home language classes? (ii) How do foundation phase teachers teach reading in isiZulu home languages classes?, and (iii) Why do foundation phase teachers teach reading in isiZulu home language classes in the way they do? The study is conducted at Umlazi, an African Township, where isiZulu is the language spoken in the community and is the language of learning and teaching in all foundation phase classrooms. The research sites are two schools, in the same area. The participants of the study are eight teachers, all mother tongue speakers of isiZulu. There are six teachers in one school, and two from the other school. The children taught are also speakers of isiZulu. The study is a qualitative case study, situated in the constructivist paradigm. Semi-structured interviews; observations as well as document analysis are used as data collection methods. The study uses qualitative methods for the analysis of data. Vygotsky’s (1978) social-constructivist theory is used as a theoretical framework, and a conceptual framework is also developed for data analysis. Eight themes emerge from the findings. The first theme; content taught, is found to focus on the teaching of sounds and words, taught in isolation. The second one; ways of teaching, seem to be the phonic and look and say methods, which are due to beliefs that teachers have about them. The third one; reading resources is seen to be lacking in both schools, and teachers are seen to rely on traditional resources for the teaching of reading. The fourth one; context in which reading is taught, appears to be not conducive to the children’s reading development. Fifth; assessment of reading; is indirect. This means that teachers use written tasks, and not reading activities to assess reading. The sixth; aims of reading; is found to be on writing accuracy and not on reading for comprehension. The seventh; teachers’ beliefs; are the reasons for teachers’ actions and sayings. The last one; teachers’ attitudes towards isiZulu, are found to be the most dominant predicament, as teachers themselves see isiZulu as a problem, and prefer English rather than isiZulu. Findings of the study indicate that, teachers are highly influenced by their beliefs, the aspect which impacts on the ways they teach reading in isiZulu home language classrooms. Secondly, teachers do not adequately encourage children to read in isiZulu because of their bias towards the English language. The third finding is the lack of resources for the teaching of reading in isiZulu home language. It is concluded that isiZulu home language learners in such schools are not able to read because the problem starts at a very elementary level, in the foundation phase, and the problem is carried over into their whole academic life. Inkinga yamazinga aphansi okufunda okubhaliwe kubafundi baseNingizimu Afrika yinto ekhungethe onke amazinga emfundo. Nakuba iminingi imizamo esizanyiwe ukulwa nale nkinga, kuze kube manje bekungakabi bikho mibiko ebika ubungcono. Lapha ngingabala imizamo yaseNingizimu-Afrika efana ne-Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading. Inhloso yalolu cwaningo ukubheka ukufundiswa kokufunda okubhaliwe olimini lwasekhaya lwesiZulu emabangeni aphansi. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: (i) Othisha bamabanga aphansi bathini ngokufundisa ukufunda okubhaliwe emabangeni aphansi esiZulu njengolimi lwasekhaya? (ii) Othisha bamabanga aphansi bakufundisa kanjani ukufunda okubhaliwe emabangeni esibili nelesithathu emakilasini esiZulu njengolimi lwasekhaya? (iii) Kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abakwenza ngayo? Ucwaningo lwenziwe elokishini lama-Afrika laseMlazi, lapho isiZulu siwulimi olukhulunywa emphakathini, kanti nasezikoleni zamabanga aphansi kusetshenziswa sona njengolimi lokufundisa. Ucwaningo lwenziwe ezikoleni ezimbili ezisesigcemeni esisodwa. Bayisishiyagalombili othisha ababe yingxenye yocwaningo, bayisithupha kwesinye isikole, kanti kwesinye babili. Ucwaningo lulucwaningo lobunjalo besimo (qualitative case study), ngaphansi kwe-social constuctivist paradigm. Kusetshenziswa izingxoxo ezisakuhleleka (semi-structured interviews), ukubukela othisha befundisa (observations), kanye nendlela yokuhlaziya imibhalo njengezindlela zokuqoqa ulwazi locwaningo. Ucwaningo luphinde lusebenzise izindlela zocwaningo lobunjalo besimo ukuhlaziya ulwazi olutholakele. Kusetshenziswa insizakuhlaziya kaVygotsky (1978) njengohlaka lwenjulalwazi kanye nohlaka lwemicabango ukuhlaziya ulwazi olutholakele. Kugqama izindikimba eziyisishiyagalombili olwazini olutholakalayo. Kukhona emayelana nokufundiswayo lapho kufundiswa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa imisindo namagama nemisho emifushane, okufundiswa kuzihambela kodwa; ngamanye amazwi kungasukeli embhalweni. Enye imayelana nezindlela namasu okufundisa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa ngendlela yokufundisa ngemisindo, bayihlanganise nendlela yokubuka-usho (look-and–say method). Enye imayelana nezinsizakufundisa zokufunda okubhaliwe, okubonakala ziyindlala kuzo zombili izikole, kanti futhi ukusetshenziswa kwazo kuncikene nezinkolelo othisha abanazo. Enye imayelana nendawo okufundelwa kuyo ukufunda okubhaliwe, okutholakala kungagqugquzeli kangako ukuthuthuka kwengane ekufundeni imibhalo yesiZulu. Enye imayelana nokuhlolwa kokufundiswa kokufunda okubhaliwe. Lapha kuvela ukuthi ukuhlola kwenzeka ngendlela engaqondene nokufunda okubhaliwe, ngoba ukuhlola ukufunda okubhaliwe kwenzeka ngokuthi abafundi benze imisebenzi ebhalwayo, efana nesibizelo nokunye. Enye yezindikimba imayelana nenhloso yokufunda okubhaliwe. Lapha kubonakala ukufunda okubhaliwe kungenanhloso yokufunda ngokuqondisisa umbhalo ofundwayo, kodwa kunalokho kube ukubhala ngokucophelela, ‘ngendlela enembayo’ (writing accuracy). Enye indikimba imayelana nezinkolelo othisha abanazo ngokufundisa ukufunda okubhaliwe. Lokhu kubonakala kuyisona sizathu kwabakwenzayo nabakushoyo othisha ngokufundisa ukufunda okubhaliwe. Kanti enye imayelana nokuzenyeza kothisha ngolimi abalufundisayo lwesiZulu. Lapha othisha babonakala besibukela phansi isiZulu kodwa bencamela isiNgisi. Imiphumela yocwaningo ikhombisa ukuthi abakushoyo nabakwenzayo othisha kungenxa yezinkolelo abanamathele kuzo, okuyizona ezinomthelela ezindleleni abazisebenzisayo lapho befundisa ukufunda okubhaliwe. Okwesibili ukuthi othisha abazilekeleli ngokwanele izingane ukuba zithuthuke ekufundeni okubhaliwe olimini lwesiZulu, ngenxa yokuchema nesiNgisi. Okwesithathu ukuthi izinsizakufundisa zolimi lwesiZulu ziyindlala kuzo zombili izikole. Ngakho-ke ucwaningo lusonga ngokuthi kusho ukuthi abafundi bakulezi zikole banenkinga yokufunda okubhaliwe olimini lwesiZulu nje yingoba inkinga iqala emabangeni aphansi, besebancane, bakhule baqhubeke nayo impilo yabo yonke emfundweni. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2011.

This study aims to investigate how Grade One isiZulu teachers teach reading in the Foundation Phase of Schooling. History of teaching can be traced back as far as the 1800s up until the introduction of the Outcome Based Education (OBE) that came into being after the first South African democratic elections in 1994. Data for this study was collected from the three Grade One isiZulu teachers of my school. This was a qualitative study and data was collected through semi-structured interviews, observation and document analysis. Interviews were taped, transcribed and analysed, and data was categorized into themes. The study revealed that there were some social conditions that did hinder the progress of reading in the school. There was a lack of motivation from parents. It was found out from the study that, in spite of all the Department of Education’s attempts to provide teachers with handbooks with strategies on how to tackle reading lessons, some teachers still have problems in putting these into practice. It also became clear that reading involves role players which are learners, teachers, parents and the community as well as the Department of Education. The study has also revealed that the best way to teach reading is through a variety of methods. It is recommended that Grade One classes should not consist of more than fifty learners. Policies implemented by both the Department of Education and various schools should be reinforced. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

HIV/AIDS has probably become the most dreadful of all diseases, as no other disease has managed to threaten civilization as HIV/AIDS. It is capable of destroying large sections of humanity (Schoub, 1999). South Africa has the highest number of people living with HIV/AIDS in the world, while KwaZulu-Natal is the worst affected province in this country (Kaufmann, 2004). There is a high incidence of HIV infection that is reported in younger people between the ages of 15 to 29 years, which suggests that many were infected in their teens. These statistics underline the central position that young people play in South Africa's HIV/AIDS epidemic. Mandela (2005)2 states that in confronting the severe threat of HIV/AIDS, fellow South Africans have to jointly take responsibility to save this nation. The experiences in other countries have taught us that HIV infection can be prevented by investing in information and lifeskills development for the youth. This study focuses on the implementation of the National HIV/AIDS policy and HIV/AIDS and Lifeskills intervention programme at a public primary school in the South Durban region in KwaZulu-Natal. It examines: • The perceptions of the Life Orientation (LO) educators towards the HIV/AIDS policy and intervention programme. • The impact that the intervention programme has had on learner awareness and knowledge of the epidemic. The population consisted of 5 Life Orientation educators and 30 grade 7 learners. Information and data was gathered by qualitative methods viz: the use of semi-structured and focus group interviews. Some of the findings that emerged from the study suggest that: • The National HIV/AIDS policy and intervention programme is being implemented at the school. • The LO educators have a good knowledge and understanding of the contents of the National HIV/AIDS policy. However, training is lacking in the teaching of HIV/AIDS education. • The learners have a fairly sound knowledge about how the virus is transmitted and how it can be prevented. • Learners also have a positive attitude towards those with HIV/AIDS with regards to acceptance, providing assistance, showing them love, and respect and by being supportive. An important challenge faced by the school is to ensure that learners continue to receive salient information and knowledge about the epidemic and that educator's get the necessary training especially with counselling of learners who are infected and affected by the virus. This will help to enhance the quality of the teaching of HIV/AIDS and Life Skills education during the Life Orientation learning area. 2.President Nelson Mandela, the first democratically elected Black president of South Africa, cited in the Foreword, in Abdool Karim and Abdool Karim (2005). / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2008.