The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

This research investigates progress in the integration of information and communication technology (ICT) into curriculum-based teaching and learning in the Lesotho secondary and high school science classroom, with the aim of establishing how effective e-learning and integration of ICT can be supported. E-learning was perceived by education stakeholders in Lesotho as an effective way to enhance teaching and learning. To this end, Lesotho embarked on three partnership projects, namely SchoolNet, Microsoft STIC and NEPAD e-School Projects. There is a volume of research, international and regional, on e-learning and ICT integration, mainly conducted by European and American researchers. This study by an African author, therefore, fills a gap. Using a variant of action research, the author undertook six studies over four years, investigating the extent of computing infrastructure in schools and ways in which e-learning was implemented in subject-based teaching. In particular, he studied barriers to ICT implementation in Lesotho; advantages and disadvantages of combining e-learning with classroom practice; the perceptions, aptitude and skills of Lesotho science teachers and students; professional development programmes; and preparations for introducing e-learning, including infrastructural issues. Literature studies were conducted, following which pertinent concepts from the literature were used to generate a framework of evaluation categories and criteria for addressing the research questions of this study. The criteria were translated into questions and evaluation statements for data collection instruments for the empirical studies. Triangulation in data collection and analysis was provided by applying multiple and mixed data collection methods: questionnaires, interviews, observations and case studies, to gather data from principals, teachers and students in selected schools across the three projects and in varying regions of Lesotho. The study identified notable progress, but determines that more remains to be done, on an ongoing basis, to support secondary and high schools in Lesotho with implementation plans and strategies. The study concludes with guideline and recommendations for educators. / Computing / D. Phil. (Mathematics, Science and Technology Education)

A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher. Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience. / Science and Technology Education / M. Ed. (Natural Science Education)

In the climate of poor student achievement and a lack of skilled teachers in natural science and mathematics, the main research question of this study was: How can the professional development of primary school teachers be managed by means of action research? The aim of the study was to develop, implement and evaluate a site-based collaboration programme to promote the professional development of the teachers in these subjects within a home-based or semi home-based teaching context. The theory of situated learning within a community of practice (CoP) was used as conceptual framework. Purposeful and convenient sampling was implemented to select participants. Five grade 4 teachers, five grade 5 teachers, four grade 6 teachers and eight members of the school management team participated in the three year study. During the planning phase a needs analysis was done. During the action phase, lead teachers were responsible for the planning in one or two subjects. The teachers met once every six school days (about 30 meetings per year), for up to two hours to discuss content and methodological issues, plan assessment strategies, analyse and reflect on results and decide on intervention strategies. The grade 4, 5 and 6 groups completed six, four and two action research cycles respectively, and the school management team six action research cycles of about six months each. To evaluate the professional development that resulted, data collection was by means of observation, field notes, typed minutes, four focus groups, 12 individual interviews, teachers’ files, a questionnaire and students’ books and achievements. The results indicate that the professional development of primary school teachers could be managed and constantly improved by means of action research. When school managers organise teachers into communities of practice and implement action research cycles, the teachers learn in a context-sensitive way. This learning is characterised by two social stages involving participation in the subject and grade CoP, and an independent stage of personal involvement when teachers internalise knowledge and practices of other teachers. The professional development of the teachers was in the areas of content knowledge, pedagogic content knowledge, assessment literacy and professional attitudes. Student achievement improved. / Educational Leadership and Management / D. Ed. (Education Management)

Quantitative Techniques is traditionally a subject with a poor pass rate at Walter Sisulu University. In search of a turnaround strategy, the purpose of this study was to determine the level of problem-solving proficiency of Quantitative Techniques students, which is suspected to influence achievement in this subject. A descriptive survey design was used in this research. Second-year ND (Marketing) students (128) took part in the study. A questionnaire and a written test were used to collect data. A profile of participants’ problem-solving was determined. Their weaknesses and strengths in problem-solving were investigated. The problem-solving proficiency of participants with regards to the biographical variables of Gender, Age, Mathematics background and whether they took Data Handling training at school or not were explored. A model, based on Polya’s four stages of problem-solving, was used to measure the students’ level of problem-solving proficiency, which was 59,16%. Findings suggest that the students achieved highest in understanding a problem (72,29%) and making a plan to solve the problem (73,77%). They are weakest at interpreting their results (29,38%). MANOVA results showed no statistical significance for the biographical variables. The univariate results suggest that age, Data Handling training at school and Gender could affect problem-solving proficiency. Since the findings of this study indicate a strong relationship between participants’ problem-solving proficiency and their actual achievement, some intervention is recommended. An intervention could be in the form of a section on problem-solving in the course, supplemental instruction or an introductory course. Course and curriculum content should be revised to address students’ proficiency in problem-solving. / Mathematical Sciences / M. A. (Statistics Education)

The purpose of this study is to formulate guidelines upon which Technology Education can be put into operation in the South African schools with specific reference to standard eight students. The objective is to formulate Technology Education guidelines suitable for and within the broad framework of the South African curricula. In attempting to translate Technology Education curriculum to South Africa, the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and theoretical assumptions of Technology Education are also explored. The role of the teacher in the Technology Education programme is also discussed. Guidelines for Technology Education, including Technology Education teaching strategies, guidelines for Technology Education assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South Africa through a pilot study over a year. The subjects of this (pilot) empirical study consisted of a total of 175 standard eight students, 77 of who were in a control group, who had received no tuition in Technology Education. A group of 98 received tuition in Technology Education for a year. The normal end of the year examination in 1994 measured academic performance of the two groups. Performance in 1993 is also used in the statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied in the analysis of data. Statistically significant differences are found between the academic performance of these two groups in relation to the overall Examination marks, English, Science and Mathematics marks. Statistically significant differences are also found between the 1993 and 1994 performance of the experimental group after receiving Technology Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in Mathematics, English and Science when comparing marks in 1993 and in 1994. It is only applicable in the average Examination mark. These results confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)

School physical science is a prerequisite for science courses at institutions of higher education. Science graduates are an important link in a nation's scientific and technological development which often shapes a country's economic development. The purpose of this study was to investigate psychological and social factors influencing physical science achievement and attitude of black secondary school students in South Africa. The first part of the literature study which was concerned with physical science education in South Africa revealed that few black students chose to study science after standard seven, that failure rates were high and that science education was generally in a state of crisis. The second part of the literature study identified psychological and social factors related to science achievement and attitude. These were home environment variables, teacher and school related variables, personal variables (self-concept, motivation, gender, ethnicity) and students' abilities. The third part was the construction of a Structural Equation Model (SEM) specifying the relationships among the psychological and social factors and their effects on physical science achievement and attitude. The theoretical SEM fit the data reasonably well. The best fitting model, however, was a revised model in which several paths were constrained. The latter accounted for a substantial variance in attitude towards physical science (70.3%) and a meagre 17.7% in physical science achievement. The variables ability, home environment and self-concept had the greatest total effects on physical science achievement. Self-concept, home environment and motivation made the greatest total contributions to physical science attitude. Teacher characteristics and school environment had non-significant effects on physical science achievement and attitude. Multiple-group structural equation modelling analyses found no significant difference in the structural parameters of boys and girls. Theoretical and educational implications of the findings were discussed and specific recommendations for improving educational practice in general and physical science achievement and attitude in particular, were made. / Psychology of Education / D. Ed. (Psychology of Education)

Mentorship as a tool to develop the pedagogical and content knowledge of inservice teachers, regardless of experience, is a field in education which has gained popularity worldwide. The review of literature however, provided evidence that mentoring in education has primarily focused on the benefits received by novice teachers and not experienced teachers. Areas addressed in the literature review include the important role of continuous professional development programmes in the improvement of the teachers’ classroom practices and by inference, their learners’ achievements. The purpose of this study was to explore and describe the experiences and understandings of seven experienced natural science teachers as mentees in a professional development programme (the ILLS project). Through the use of a qualitative case study approach, I examined the activities that supported the development of the participants as they interacted with the guided support of a mentor teacher, and aimed to understand how the mentees made sense of their experiences in this mentoring relationship. The activities included lesson-planning, classroom observations and reflection meetings and the professional development support, through mentoring, was embedded on-site and in-context. This research revealed that the mentee teachers were motivated by the opportunity to enhance their professional growth through the support of a mentor. The teachers also perceived that their subject content and pedagogical knowledge were enriched by participating in the mentoring process. / Science and Technology Education / M. Ed. (Natural Science Education)

The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in South African schools. The aim of NS is to develop scientifically literate learners. The three Learning Outcomes (LOs) and the accompanying Assessment Standards (ASs) should enable learners to understand the science products or system of ideas such as underlying theories and principles. The LOs point out the learner’s abilities to use the sciences products or system of ideas. Educators encounter challenges in the application of the LOs and ASs in teaching and learning activities. Against this background, a mixed method study was conducted in selected schools in the Tshwane South District in Gauteng. Data were gathered by document analysis, focus groups and a questionnaire to gauge how the educators are applying the LOs and ASs. Findings indicated that lessons plans were inadequate and educators were not familiar with curriculum documents. / Science and Technology Education / M. Ed. (Natural Sciences Education)