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Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province / Managing an instructional programme for reading English as first additional language for grade three learners in Limpopo provinceMotona, Johannes 02 1900 (has links)
Literacy is a critical aspect of learning in the Foundation phase and forms an important
foundation for learners’ education. Studies, however, show that many learners in Grade 3
cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3
teachers drawn from three primary schools. Three qualitative data collection instruments,
namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First
Additional Language as well as training of Curriculum Advisors. / Educational Management and Leadership / M. Ed. (Education Management)
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The effectiveness of computer-aided teaching on the quality of learning geometric concepts by grade 7 learners at a selected primary school in KwaZulu-NatalYegambaram, Puvernentheran 05 June 2013 (has links)
Submitted in fulfillment of the requirements of the Degree of
Master of Technology: Management, Durban University of Technology, 2012. / The emphasis of geometry is of such significance that the current National
Curriculum Statement has included the learning of two-and three-dimensional
shape from grade R. However it is observed that teachers rely on textbooks
for their knowledge of a dynamic topic such as nets of solids. Learners do not
have an opportunity to explore the different orientations of solid shapes. Not
many teachers use technology to assist their pedagogy. Quality processes in
mathematics education emphasise the use of technology in teaching and
learning.
A study was performed using “Poly”, which is free open-source software for
mathematics teaching and learning. This software was chosen because it
was an easy to use application. It was able to show the different orientations
of the solid shapes. Three-dimensional geometry can be explored using this
software.
The research is based on a social constructivist view of learning and the
methodology used is a case study. The Piagetian and van Hiele stages of
development will be the basis of the researcher’s investigation. Piaget’s
theory is based on age development whilst van Hiele alludes to the different
stages of geometrical development. A control group was compared to the
experimental group consisting of 20 learners each. The research was
conducted in KwaZulu-Natal and involved a teacher with a class of 40
learners. Qualitative and quantitative data were collected and were analysed.
The data consisted of classroom observations and learner questionnaires
and interviews.
The findings of this study affirm that the use of technology in the teaching of
geometry can enhance conceptual understanding. Classroom management
breaks from routine while using Poly. Poly has the potential to improve
learners' educational experiences; it can enable the effective application of
constructive, cognitive and collaborative models of learning. Poly is not just a
mathematical tool but also a tool for thinking and helping to enhance
learners’ learning. It can serve as a vehicle for helping learners to foster
fundamental geometrical concepts. The assessment of the use of computers
in mathematics by the learners of the experimental classes indicates that
application of computers enables increasing the interest of the learners in
mathematics and introduces more variety to the studies, making them more
enjoyable and interesting. / National Research Foundation
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Ontwerp en toetsing van 'n intervensieprogram vir gesyferdheid vir graad 2- en 3-leerdersEngelbrecht, Adel 03 1900 (has links)
Thesis (MEd) -- University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Learning and the development of numeracy in the foundation phase are regarded as highly important. In this critical period learners attain the fundamental knowledge that is needed for future learning and development. A serious problem within South African schools is that a great number of foundation phase learners show difficulties in numeracy. Various reasons
can be provided for these difficulties, for example, learners do not receive
good teaching, they hold negative attitudes towards numeracy, they
encounter language barriers, and so forth.
It is important that the learners’ difficulties in numeracy are attended to
immediately and effectively, to be able to minimise the gaps between the
learners’ functioning level and the level the learner is suppose to be on. The
Western Cape Education Department (WCED) laid bare their concern with the
current problem in numeracy when they launched the WCED Literacy and
Numeracy Strategy 2006-2016. As part of this the Metropole North Education
and Management Development Centre (EMDC) requested and implemented
an intervention programme for grade 2 and grade 3 learners.
Part of this problem is that many foundation phase educators lack the
necessary knowledge to identify the learners with difficulties and especially to
attend to these difficulties.
The goal of this research study was to investigate the realization of an early
intervention programme implemented over a limited period of time of ten
weeks in grade 2 and grade 3 classrooms. The current study aimed at
providing educators with resources to offer learning support to their
disadvantaged learners within the Numeracy classroom. This study has
implications for the way in which educators approach and teach numeracy, as
well as for the type of learning support the educators provide their
disadvantaged learners with.
The intervention programme is based on a problem centered approach with
constructivism as underlying epistemology. This approach views the educator
as a facilitator who provides the learners with opportunities to be actively
involved in the learning environment to construct knowledge. The importance
of word problems and discussion within the Numeracy classroom are
emphasized and it is necessary that the educator create the appropriate
classroom atmosphere so that this approach can be implemented effectively.
Learning is an active process and it is the responsibility of the educator to
provide the learners with appropriate learning activities for learning and
development to take place.
The study made use of programme evaluation as research methodology.
Programme evaluation refers to a research goal instead of specific research
methods, because various methods can be used which may be quantitative or
qualitative in nature. The gathering of data was done through classroom
observations by the researcher, informal interviews with participating
educators, questionnaires, and semi-structured interviews with the educators
at the four schools the researcher monitored intensively during the
implementation process of the intervention programme. The gathering of data
was an ongoing process and the researcher analysed and interpreted the
learners’ work at the end of the implementation process. The researcher
checked this analysis by means of the literature review, transcripts and field
notes. This formed the basis on which conclusions and recommendations
could be made.
The conclusions confirmed the importance of early intervention and the
efficacy of the problem centered approach within the numeracy classroom. It
also confirmed the disadvantages of the training model that was used, that is
the Cascade model. With this study it was possible to determine that a ten
week intervention programme was too short a period to observe meaningful
improvements in learners. Therefore further research should be done on
addressing learners’ difficulties and to train and support educators to provide
learning support to their learners.
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Deurlopende formatiewe assessering in skriftelike stelwerk in graad 5: 'n aksienavorsingsprojek.Joshua, Elizabeth Caroline January 2005 (has links)
The aim of this study was to determine the effects of continuous assessment within the written curriculum in a grade 5 class with Afrikaans as first language.
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Deurlopende formatiewe assessering in skriftelike stelwerk in graad 5: 'n aksienavorsingsprojek.Joshua, Elizabeth Caroline January 2005 (has links)
The aim of this study was to determine the effects of continuous assessment within the written curriculum in a grade 5 class with Afrikaans as first language.
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Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in GautengMahlo, Francina Dikeledi 12 1900 (has links)
The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support. The aim of this study is to explore the experiences of Learning Support Teachers (LSTs) in supporting Foundation Phase teachers in implementing Inclusive Education (IE) in Gauteng Province, South Africa. A lack of support for teachers and learners in IE has dominated current discussions on education. According to the Department of Education (DoE, 2000:28), the establishment of an IE system in schools would require appropriate district as well as institution level support services, and more than just accepting learners with different learning needs in mainstream classrooms. Many teachers have not had the benefit of being trained to teach learners who experience barriers to learning, hence most find it difficult. Although specialist teachers in the form of Learning Support Teachers (LSTs) have been employed in the Foundation Phase to fill that gap and assist classroom teachers, the learners are not receiving the assistance hoped for. Based on an assumption that the failings may largely be systemic, this study therefore uses Bronfenbrenner’s ecological systems theory and a qualitative research design to examine the implementation of IE in selected schools, with seven LSTs being interviewed and observed, while documents pertaining to the support rendered were analysed. Seven principals and seven classroom teachers were also interviewed. The analysis employed Creswell’s method and the findings highlighted factors affecting the implementation of IE. The factors include inadequate district support, socio-cultural issues, classroom and management factors, lack of resources and inadequate collaboration between the stakeholders. The study makes recommendations and suggests further areas of research. / Teacher Education / D. Ed. (Inclusive Education)
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Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province / Managing an instructional programme for reading English as first additional language for grade three learners in Limpopo provinceMotona, Johannes 02 1900 (has links)
Literacy is a critical aspect of learning in the Foundation phase and forms an important
foundation for learners’ education. Studies, however, show that many learners in Grade 3
cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3
teachers drawn from three primary schools. Three qualitative data collection instruments,
namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First
Additional Language as well as training of Curriculum Advisors. / Educational Leadership and Management / M. Ed. (Education Management)
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Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa CircuitMakhwanya, Ntshengedzeni Theresa 11 1900 (has links)
The new democratic government in South Africa introduced an education system that focused on quality and equality for all. The introduction of the new education system intended to remove inequality in the schooling system. The new education system was been accomplished through phasing out school fees and introducing a no-fee school policy. The aim of the no-fee school policy was to redress the imbalances of the past and to attract the poor and orphans to access education without paying mandatory fees (Wilderman, 2009:32).
The no-fee policy came with interesting ideas for relieving pressure on both parents and learners. It attracted many learners who had dropped out of school in many years. This led to a dramatic increase of enrolment in no-fee schools. However, Borkum (2009:1) sees the disadvantages of the increased enrolment as overcrowding that reduces the quality of education, increases lawlessness in schools, and insufficient resources such as textbooks. The major challenges faced by these schools is the delay in releasing provincial funds, inadequate state funding, and loss of income from school funding. These make no-fee schools vulnerable, affecting quality of education and influences on the enrolment pattern of learners (Nsapato, 2007:2).
Against this background, the study aimed to investigate factors influencing poor enrolment in a no-fee school in the foundation phase and to suggest strategies that could be used to overcome these challenges.
The study adopted a qualitative research method and its design was a case study. Four educators were purposeful selected on the basis of three years teaching experience in a no-fee school in the foundation phase. Data collection strategies were semi-structured interviews and document analysis. Data analysis was done according to a systematic process of coding and categorising. Gathered data was categorised into constituent parts for coding purposes. Ethical issues considered were the following: permission to conduct the study, informed consent, confidentiality, and anonymity. Participants’ confidentiality and anonymity were maintained by using pseudonyms in the report. The voluntary nature of participation and the absence of punishment for withdrawal from the study were emphasised prior to commencement of the semi-structured interviews. The issue of trustworthiness in this study was considered through the following: credibility, transferability, dependability and confirmability.
The data analysis from semi-structured interview revealed the following: the no-fee school policy has a negative impact on parents because parents were no longer involved themselves in the education of their children. The overburdened infrastructure has a negative effect on quality of education and the enrolment status, deterioration of quality of education in no-fee schools force parents to withdraw their children and register them to better schools, cooperation amongst stakeholders is necessary for the improvement of quality of education, teachers’ remuneration should also be improved and the maintenance of professionalism through discipline.
Findings from document analysis revealed that poor enrolment in no fee school was caused by high rate of absenteeism in all registers. This compelled educators to withdrew learners’ from class registers hence poor enrolment figures in no fee schools. Staff meeting minutes revealed that enrolment of learners in no-fee schools could be improved through improvement of teaching and learning and the provision of adequate infrastructure and the reinforcement of the no-fee school policy packages such as the National School Nutrition Program in order to attract more vulnerable learners to these schools. Based on the findings, the following strategies are recommended for improving poor enrolment in no-fee schools: strengthening collaboration amongst the stakeholders in education; maintenance of discipline; enforcement of professionalism among teachers; continuous training of all stakeholders; and punctual disbursement of funds to no-fee schools. / Educational Leadership and Management / M. Ed. (Education Management)
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The implementation of mother tongue instruction in a grade 6 natural science classNocanda, Mawethu Elvis January 2012 (has links)
A mini-dissertation submitted in partial fulfilment of the requirements for the
Magister Educationis (M Ed)
at the
Cape Peninsula University of Technology, 2012 / This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu.
The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc.
In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.
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A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schoolsSibanda, Lucy January 2013 (has links)
This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
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