Submitted in compliance with the requirements for Doctor of Philosophy Degree in Quality, Durban University of Technology, Durban, South Africa, 2017. / Quality has emerged as a necessity in education as we are faced with increasing competition and a demand for better quality of life. There is an enormous gap in South Africa’s education system; 60% of South Africa’s children do not reach the final matriculation school year. Many Grade 12 learners, despite being taught Mathematics, remain effectively mathematically illiterates. The ability to provide quality education is more than ever essential and there is at present a consensus for fundamental reforms in our education sector, with emphasis on Quality. The result of quality education is not only about achieving academic excellence but the total development of the learner. If education does not cater for the future needs and challenges of the new millennium then it is ineffective for the new generation. Low scores in Mathematics are a major concern as learners are not able to meet the challenges in secondary schools to pursue careers in Mathematics. South Africa was placed last out of 41 countries worldwide in terms of Mathematics performance in the Third International Mathematics and Science Study (TIMSS). The World Economic Forum has placed South Africa last amongst 62 countries on the quality of Mathematics and Science Education in their annual report in 2012. Apartheid in South Africa was a complex period that paved the way for the new education dispensation. A paradigm shift was thus imperative and challenging to a democratic South Africa. It is more than two decades into the 21st century and into a democratic South Africa. The effects of apartheid are visible in many areas, more so in education. This study is underpinned by the transformation agenda attached to curriculum policy reform in South Africa. There is an interface in respect of policy construction and Skills, knowledge, attitudes and values (SKAV) constitution from the Department of Education to primary and to secondary schools. The implementation of various curriculum reforms led to a decline in the pass rate of learners in the National Senior Certificate examinations and in the Annual National Assessment. Some of the serious problems articulated by teachers were inadequate subject training in Mathematics, lack of communication, job dissatisfaction and the demanding administrative workload. It is envisaged that the findings of this study will make recommendations for SKAV development in teaching and learning of Mathematics in primary and secondary schools. In this regard, a model to improve quality in Mathematics education was proposed. The ability of education to meet the needs of the future both at individual and societal level is one of the critical elements of quality education. / D

Changes in Education usually brings along with it problems of curriculum implementation, such as assessment, evaluation and curriculum design. One of the major problems is how learners are going to be assessed for progression and how the teachers are going to adapt to these new approaches. In this research the focus was on the following problems: Are the new assessment criteria met by the facilitator? Can the opinions/ideas and attitudes of facilitators be transformed? Do facilitators understand the new assessment criteria and how to use them? To find out how knowledgeable the educators are on assessment criteria and what the educators average attitudes are towards the new assessment criteria. In the empirical research data was gleaned by means of questionnaires. Thereafter, correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. / Psychology of Education / M.Ed. (Psychology of Education)

Submitted in fulfillment of the requirements of the Degree of Master of Technology: Management, Durban University of Technology, 2011. / The purpose of the study was to investigate the effectiveness of computer-aided teaching on the quality of learning data handling in mathematics in grade seven. The rationale for this study was based on the information that, preceding the introduction of curriculum 2005 in South African schools, statistics education received little or no formal importance. At tertiary institutions in South Africa and in many other countries, very few learners choose to major in statistics. Coupled with this was that the effective integration of technology into the teaching and learning of mathematics remains one of the crucial challenges facing mathematics, which has been slow to respond to technological innovation. A review of the literature provided the basis for the study of grade seven learners to determine the use of technology in data handling, their views on the use of computers in mathematics and the effect of computers on the achievement of the set mathematics goals. Responses to the questionnaire, interview and the test scores as well as factors identified in the literature, are used to catalogue the effectiveness of integrating technology in mathematics. The study identified three defining characteristics, each with a number of associated elements. The first being that learners who engaged in technology activities in mathematics have shown a greater conceptual understanding of mathematics as indicated in the pre-test and post-test scores. The second was that technology intensive instruction through the use of the Excel tool helped learners to gain a better understanding of data handling concepts. Thirdly, research result of this study showed that integrating technology into mathematics instruction can be a positive influence on mathematics learning as evident in the interview as well as the test scores. The study concludes that effective integration of technology in mathematics requires recognition and comprehensive attention. This will provide effective quality learning in mathematics education. / National Research Foundation

Submitted In Fulfillment Of The Requirements For The Degree Of Master Of Technology (Quality), Durban University of Technology, Durban, South Africa, 2012. / Reading is fundamental to functioning effectively in today's society. Learners with poor reading abilities have low opinions of themselves and their abilities (Patil, Saraswathi and Padakannaya, 2009:93). Behavioural problems may arise as these learners feel isolated and frustrated. The development of learners’ literacy in South Africa as a developing country is accentuated by several challenges. Many learners in South Africa have difficulty understanding the language in which they are taught as they are not taught in their mother tongue. However, the language of instruction is not solely responsible for the poor performance in international reading tests and schooling in general. Learners are faced with socio-economic issues, very little or hardly any parental supervision and educators are faced with the challenge of finding reading methods and strategies suitable to improving reading. Learners in the foundation phase are explicitly taught reading skills. In the intermediate phase, learners are expected to apply the skills acquired in the foundation phase to access the curriculum. In reality, this is difficult to achieve. The focus of this study is on preparing current intermediate phase educators in the development of learner literacy by contributing possible strategies that will enable the improvement of the quality of intermediate phase reading. The study was conducted at primary schools to the north of Durban. A questionnaire was distributed to intermediate phase educators, including members of school management. Of the selected sample of 450, 366 of the respondents returned the questionnaire with no inaccuracies, declaring an 85% response rate. The Predictive Analytic Software (PASW) Version 18.0 was used to analyse the data collected from the responses. The results are presented in the form of graphs, cross tabulations and other figures. An analysis of the data revealed significant statistics from the different aspects explored (biographical data; factors impacting on reading literacy; language and reading instruction; strategies for teaching reading; library and computer resources; systems for improving reading quality; and homework). The study contributes to several academic disciplines and the development of society in general, as it proposes strategies and recommendations that may be implemented to improve the quality of intermediate phase reading, and thereby contribute to schooling experience in general. The study recommends that all stakeholders (home; school management; educators; and the department of education) be held accountable for the improvement of literacy in our country. Educators need to be trained in the teaching of reading and parents need to play a more active role in the learners’ lives. It is imperative that remedial educators and special personnel be employed by the department of education to assist learners with reading difficulties. The study further recommends that the time allocated for intermediate phase literacy education be reviewed. The reinstating of collapsed libraries is vital to improving the quality of reading. In addition, the administrative workload of educators requires re-examination in light of the poor results achieved in the national (ANA) and international (PIRLS) literacy programmes. / M

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are learners in the South African education system that reside and live within highrisk situations. These high-risk situations impact on the family-, scholastic and community contexts and also the relationship variables existing between these systems. The risk situations in which these learners live, cause and/or on occasion lead to early school exiting, teenage pregnancy, alcohol and substance abuse, the choice of living on the streets, youth misbehaviour and gangsterism. It is therefore important to determine and recognize the environmental contexts in which these learners find themselves to on the one hand reach a better understanding of this phenomenon, and on the other hand to organise effective aid and assistance initiatives. The following can be reported in this regard: Inconclusive evidence exists with respect to the exact nature of the problems, which confront primary school learners from high-risk situations. A shortage of effective strategies exists to support primary school learners from high-risk situations. This research is undertaken from a social constructionist, contextual ecosystemic perspective. The research is founded on a combination of both qualitative and quantitative methodological approaches and is undertaken within the interpretive research paradigm. An encompassing literature review was undertaken during which the following aspects were described and determined, namely: The problems encountered by learners from high risk situations. Recommendations from South African state departments regarding the assistance and support for learners from high-risk situations. Guidelines collected from the literature regarding the assistance and support for learners from high-risk situations. The empirical investigation is aimed at identifying the nature and extent of the prominent problems being experienced by learners from high-risk situations. Guidelines were developed by which learners from high-risk situations can be assisted and supported. These guidelines were developed on the basis of the research results yielded by the empirical investigation and a synthesis derived from literature exploration and the integration of empirical findings. The research focuses on Grade Seven learners from ten selected primary schools in the Boland region. The investigative instruments used during this research were the questionnaire, photo analysis and the focus interview. The research findings have shown that learners are more inclined to leave the school prematurely because of insufficient relationships that exists between the family, the community and the school. An integrated approach between these contexts is therefore essential to develop strategies in order to prevent learners from dropping out of school. / AFRIKAANSE OPSOMMING: Daar is leerders in die Suid-Afrikaanse onderwyssisteem wat 10 hoë risikoomstandighede woon en leef Hierdie risiko-omstandighede het 'n impak op hulle gesins-, skolastiese en gemeenskapskontekste asook die verhoudingsveranderlikes wat daar tussen hierdie sisteme bestaan. Die risiko-omstandighede waarin hierdie leerders leef, veroorsaak en/of lei soms tot byvoorbeeld voortydige skoolverlating, tienerswangerskappe, drank- en dwelmmisbruik, die keuse van 'n lewe op straat, jeugwangedrag en bendevorming. Dit is van belang om die omgewingskontekste van hierdie leerders te begryp en te verreken om enersyds tot 'n beter begrip van die fenomeen te kom, maar om andersyds effektiewe hulpverleningsinisiatiewe te ontwikkel. Die volgende kan in hierdie verband gemeld word: daar bestaan onvoldoende inligting ten opsigte van die wesenlike aard van die probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar; daar is 'n gebrek aan effektiewe strategieë om leerders uit hoë risiko-omstandighede aan primêre skole te ondersteun. Hierdie navorsing word onderneem vanuit 'n sosiaal-konstruksionisties, kontekstueelekosistemiese perspektief Die navorsing steun op 'n kombinasie van beide kwantitatiewe en kwalitatiewe metodologiese benaderings en word onderneem vanuit die interpreterende navorsingsparadigma. 'n Omvattende literatuurstudie is onderneem waartydens die volgende aspekte beskryfen beredeneer is: die probleme wat leerders uit hoë risiko-omstandighede ervaar. aanbevelings uit staatsdepartemente in Suid-Afrika oor die ondersteuning van leerders uit hoë risiko-omstandighede. riglyne vanuit die literatuur oor die ondersteuning van leerders uit hoë risikoomstandighede. Die empiriese ondersoek is daarop gemik om die aard en omvang van die prominente probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar te identifiseer. Riglyne waardeur hierdie leerders ondersteun kan word, is ontwikkel. Hierdie riglyne is ontwikkelop grond van die navorsingsresultate van die empiriese ondersoek en 'n sintese vanuit die literatuurverkenning en die integrasie van die empiriese bevindings. Die navorsing fokus op graad sewe-leerders aan tien geselekteerde primêre skole in die Boland-streek. Drie ondersoekinstrumente word tydens hierdie navorsing gebruik, naamlik die vraelys, foto-analise en die fokus-onderhoud. Die navorsingsresultate het getoon dat leerders meer geneig is om die skool voortydig te verlaat as gevolg van gebrekkige verhoudinge tussen die gesin, die gemeenskap en die skool. 'n Geïntegreerde benadering tussen hierdie kontekste is daarom belangrik om strategieë te ontwikkel wat sal verhoed dat leerders die skool voortydig verlaat.

D.Phil. (Psychology) / Please refer to full text to view abstract

D.Ed. (Educational Psychology) / The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners in South African schools. Addressing this barrier is the responsibility of the whole-school with the support of the Department of Education. In particular, school based support teams (SBST) are tasked with the support of learners who experience reading barriers in an inclusive mainstream school. This thesis concerns the implementation of a whole-school intervention at a primary school in a disadvantaged community in Gauteng, South Africa, where ESL learners experience severe barriers to reading acquisition. The aim was to provide support to the whole-school to address reading barriers in an inclusive environment. Objectives were to identify the elements of whole-school reading; to develop and implement an integrated whole-school reading intervention; to train educators to address learners' reading barriers; and to provide guidelines to the Inclusion and Special Schools Unit (provincial level), District Based Support Team (DBST) and the school, to address reading barriers in future. A literature study reviewed themes regarding inclusion, support structures and whole-school development. Literature dealing with essential elements of wholeschool reading, approaches and strategies provided a theoretical framework for the implementation of whole-school reading. A qualitative study within an interpretive paradigm using practitioner action research was conducted. The research site was a primary school in a disadvantaged area in Gauteng, which had referred ESL learners to the local Inclusion and Special Schools Unit for support. Action research was selected because of its fundamental principle of participant empowerment through participation, collaboration, acquisition of knowledge and social change. Data was gathered from staff and learners and analysed during the phases of the action research process. Data collection included learner and educator questionnaires, discussions, observations, field notes, pre- and post baseline scholastic assessment, focus group interviews and the researcher's reflections. Findings indicated that SBST's need support in order to address reading barriers. ESL learners do not receive sufficient exposure to English to develop reading skills. Intermediate phase educators have not been trained to teach learners to read and improve their reading skills. Whole-school reading intervention was thus valuable in providing training and support structures for the school to address reading difficulties.

Thesis (M.A. (English)) -- University of Limpopo, 2015 / This study seeks to determine the support of reading–literacy provided by homes of grade six learners in some Limpopo primary schools, which assists them in learning to read, and particularly to read with understanding. This study adopted a qualitative approach. The case study design was used. Twelve learners and twelve parents of the chosen learners served as participants to this study. Three data collection instruments were used. As the researcher wanted to first determine good and poor readers a comprehension test was designed by the researcher in order to select the learners. After learners had written the test an interview guide was given to the learners to establish different kinds of reading related activities which learners engage in with their parents. Lastly a check list was issued to learners and parents to assess parental involvement in learners’ reading literacy development. Findings of the current study are that some learners do not receive the parental support they need in order to develop reading literacy. As a result, many learners fail in school because they are illiterate. It is suggested that in order for learners to improve in their reading literacy parental support must be encouraged in South African schools. School programmes must be designed in a way that it inculcates parental support. And most importantly parents need to be made aware of the crucial role they play in their children’s reading literacy development. Key words: Reading literacy, multiple literacy, parental support and home literacy.

This study explores the meaning of relevant science in two townships in Cape Town. Reform in science education, both nationally and internationally has placed much emphasis on the fact that science education should be relevant. The research conducted in this study attempts to interpret different dimensions of relevance. This study explores not only how learners make meaning of their everyday lives, but what 'science' they deem to be relevant and worth learning within this context. It acknowledges the important role of teachers in establishing what learners perceive to be relevant. The theory of social constructivism is suited to this investigation, in its recognition of the roles of children's knowledge, purposes, social groups and interactions in learning. The children in this study often have personal lives steeped in poverty, abuse and violence. The curriculum design is also guided by social constructivist theories. However, a second version of constructivism, critical constructivism, is used to frame the second phase of the study. A critical constructivist approach raises questions about the type of knowledge learners interact with. In critical constructivism, science and its methods, the curriculum and the classroom are opened up to critical inquiry. Teachers' knowledge of their learners is used to design science lessons that are more meaningful, relevant and personalised. The individual lessons, as well as the lesson series that are used in this study are designed as examples of relevant science, while the lesson series also serves as a tool to elicit deeper understandings of what learners in this particular context experience as relevant to their lives. Although the main focus of this research is the relevance of using everyday knowledge in the classroom, bringing everyday knowledge into the classroom allows for the inclusion of a number of dimensions of relevance. The different ways in which learners respond to the science lessons in both phases are discussed as five outcomes. The findings of the research show that the essence of a relevant science curriculum lies in a particular design. This design accommodates many dimensions of relevance, such as relevant content, context and purposes. Such as design helps learners to negotiate the difficult border between the formal school environment and the informal home environment. A relevant curriculum acknowledges that science education is more than only science, but also recognises the implications for science curriculum development. This study is part of a larger project which is a comprehensive evaluation of the Primary Science Programme (PSP). The PSP gave the research its full support as the investigation of relevance may have an influence on curriculum design. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

This research study explores six primary school learners’ transition to secondary school and the influences that this may or may not have had on their mathematical performances. The study was carried out over a seven month period, that being the latter part of their final primary school year until the end of the first term of high school (October 2010 to April 2011). Various data collection methods were employed to retrieve information and much literature was used to inform this study. In the chapters to follow there are detailed descriptions of various stakeholders in the transition process as well as the factors that affect mathematics learning. The analysis of data reflects the findings of this study and discusses some of the implications regarding mathematics teaching and learning that should considered during the transitional period from primary school to secondary school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2011.