Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / This study investigated the poor performance of learners in mathematics in a rural secondary schools in Bohlabela District in Mpumalanga province. Mathematics is one of the most critical subjects globally and in Mpumalanga Province of South Africa, specifically. The purpose of this study was to explore the possible causes of poor performance of learners in mathematics in schools. In this study, non-probability sampling was used whereby a purposive sampling strategy was adopted. The participants in this study were secondary school teachers and learners. Twenty mathematics (20) learners participated in this research. These learners were sampled from a pool of 54 Grade 12 learners in one school. Learners were then grouped according to their level of understanding to the subject. The focus was on Grade 12 because it is the exit point of FET. In this study, a case study approach was adopted whereby interviews, documents and observation were used to collect data. The choice of the research design was guided by the following research question: What are the causes of poor performance of Grade 12 learners in mathematics in rural secondary schools? The sub–questions were: What strategies do teachers use to address poor performance of learners in mathematics in Grade 12 in rural secondary schools? What is the role of the department of education in addressing poor performance of learners in mathematics in rural secondary schools? The data analysis involved the generating of themes related to the data collected. In this way, different parts of the narratives were grouped under identified categories. The study found that lack of resources, poor teaching methods, anxiety and attitude towards mathematics contribute to learners’ poor performance in mathematics in Grade 12 in rural secondary schools. The research concludes that teachers should engage learners in more writing activities in order for them to learn effectively and to perform better in mathematics. The study also recommends that teachers should use a variety of teaching methods to teach mathematics and the schools should be well-resourced and teachers should address learners’ anxiety in mathematics to develop the love for mathematics and also enhance positive attitude towards mathematics

A research dissertation presented to the Faculty of Humanities (School of Education) In Partial fulfilment of the requirement for the degree Masters of Education by Research University of the Witwatersrand, Johannesburg Date of Submission: 29 April 2016 / This study is part of a larger research project titled Conditions of teaching and learning that facilitate and/or constrain learning English in rural high schools. The focus of the research project explores the conditions of teaching and learning English, and the contextual factors that facilitate and/or constrains learners’ motivation and participation in learning, in five rural high schools in Bushbuckridge area. The current study focused on how grade 10 and 11 First Additional English rural teachers’ conceptualise learning and teaching in Acornhoek schools, part of Bushbuckridge, Mpumalanga Province. Given the focus of the study the literature review detailed issues with development of rural education, teachers’ conceptions of learning, teachers’ conceptions of teaching, English as a First Additional language (EFAL) in South Africa and the spectrum of current pedagogical practices. The literature review highlighted significant gaps that are important for the this study such as a lack of research in Africa and South Africa focusing on teachers’ conceptions of learning and teaching, particularly in rural schools. Furthermore the corpus of research conducted on conceptions focused on tertiary students’ conceptions of learning, there is limited research in schools, with teachers and learners, especially teachers’ pedagogical practices in relation to the conceptions. In addition the development of rural education and research in South Africa continue to be underdevelopment, with most research perceiving rurality as a deficit paradigm. Thus in order to address the literature gaps mentioned above the study engaged with six grade 10 and 11 rural teachers from Acornhoek, Mpumalanga Province. The sampling strategy was purposive, as only grades 10 and 11 EFAL teachers were the selected to participate in the study. In order to address the research questions and sub research questions, a qualitative research approach was used as it focuses on understanding socially and historically constructed meanings about experienced phenomena. Through the use of phenomenological methodology teachers’ meanings and beliefs about learning and teaching were interrogated and problematized. In order to interrogate and problematize teachers’ conceptions of learning and teaching two data collection methods were used namely: semistructured individual face-to-face interviews and non-participatory observations. The semi-structured individual face-to-face interviews were used to address the following research questions: 1. What are grade 10 and 11 English First Additional Language teachers’ conceptions of learning and teaching? 2. What shapes teachers’ conceptions of learning and teaching? The following research question was addressed by use the non-participatory observations: 3. How do teachers’ conceptions influence teaching approaches, if at all, during English poetry and short story lessons? In order to answer the above questions critical discourse analysis was used, to engage with participants’ responses from their individual face-to-face interviews. Critical discourse analysis assisted with ensuring in depth engagement with participants’ narrations, without taking any words for granted because meaning might be hidden in the selection of words. Thus critical discourse analysis enabled the critical identification of particular words used by the participants in order to gain insight to the underlying influences that shape rural teachers’ conceptions of learning and teaching in poetry and short stories lessons. As a result this involved an intense data analysis process, which incorporated the non-participatory classroom observations as well as the conceptual frameworks discussed from Bernstein, Alexander, and Scott and Mortimer. Some of the major findings suggest that teachers’ conceptions of learning and teaching are complex and complicated particularly if contextual issues are considered, as possible influential factors that shape teachers’ conceptions. The findings indicated that rural teachers’ conceptions of learning should be understood from early school learning to current teaching profession. The dominant conceptions of learning from early school and current teaching profession suggest memorisation, mimicking, and acquisition of information and little conceptions shows learning for transformation and change as a person. Various factors were identified to influences the conceptions such as policy, lack of resources and overcrowded classrooms. In addition, findings on teachers’ conceptions of teaching explicated the dynamics teachers face between ideas they hold about teaching and how they teach. The study indicated that some teachers mentioned ‘banking’ model of teaching that suggested teacher centred conception of teaching, which linked with some of the conceptions of learning. Most conceptions were about spoon-feeding, telling/giving learners information, and coordinating learning which link with conceptions of learning that promote surface learning. Other conceptions promoted transformation, unlocking minds, and life-learning, to show that teaching is not only about giving information but also ensure that the information changes the way learners make sense of the social issues in relation to the world. It was noted that teachers’ conceptions of learning and teaching seemed to have influenced how teachers teach poetry and short stories lessons, because irrespective of conceptualising teaching and learning in transformational and enlightenment but teachers used a unidirectional teaching approach. This teaching approach that all teachers used suggest ‘normality’ with using this way of teaching poetry and short stories, especially if the nature of poetry and short stories are taken into consideration. Without critiquing teachers’ pedagogical approaches, of concern is that all observed teachers, irrespective of different schools, used similar teaching approach which was shaped by curriculum policy expectations, teachers’ perceptions of learners, and the nature of the socio-cultural and economical context. Owing to some of the complexities mentioned above, further research on teachers’ conceptions of learning and teaching, particularly in rural schools is needed, because embedded in teachers’ conceptions lies their lived experiences and ideas about learning and teaching in rural school. Therefore if effective interventions are to be considered partnering with teachers and/or learners in rural schools to understand their conceptions, need to be seriously taken into account. The purpose is not to research with teachers rather than for teachers to enhance existing knowledge in partnership, rather imposing knowledge. / MT2017

Thesis (M. Ed. (Education Studies)) -- University of Limpopo, 2021 / The purpose of the study was to examine how the transition process from the foundation to the intermediate phases could be properly managed to minimise challenges that are part of it, some of which disturb a smooth integration into the intermediate phase. This is a qualitative case study which employed interviews, document review and observation methods to collect data. Data were analysed through the thematic content analysis and the constant comparative methods. Findings of the study revealed amongst others that shifting of language of instruction from mother tongue in the foundation phase to English in the intermediate phase requires attention. In addition, changed teachers’ handwritings from foundation to intermediate gave learners a problem. Finally, teachers who were not trained to teach a foundation phase were found to be complicating the transition from the foundation to the intermediate phases by learners. On the basis of the shared findings, the researcher recommends that English be made a language of instruction from the foundation phase, not from the intermediate phase as it is the currently the case in primary schools The researcher further, recommends that it be made mandatory for teachers from the foundation and intermediate phases to use print method when writing inside the classroom with learners as a way of addressing the problem of different handwritings by teachers. Some of teachers’ handwritings give learners a huge problem to see clearly. Hence the recommendation of the print method. Finally, the researcher strongly recommends that only well trained and qualified teachers be permitted to teach foundation and intermediate phases. This is likely to ascertain that a good educational foundation is laid at an early stage, when learners are still so young and cognitively highly receptive.

M.Ed. / The need to redress the educational deficiencies of the workforce and adult population generally is enormous, especially in the poverty stricken rural areas of the country. While the government has committed itself to redressing adult illiteracy, there are other issues like the language policy which make the situation even more complex. Although the country has eleven official languages, all of which have been recognized and given equal status, it is generally accepted that English will remain an important language of wider communication and of international communication for South Africa. The aim of this study is to explore the teaching of literacy in English as a second language (ESL) in literacy programmes in a rural area of Mapulaneng, in the Mpumalanga Province. For this aim to be achieved, an interpretive design is applied, and qualitative data-collection methods are used, which include the analysis of written documents, observations and interviews. The major finding of this investigation is: The teaching of literacy in ESL is not successful in Mapulaneng, a rural area of the Mpumalanga Province. The main reasons for this are: • The teaching of English literacy is approached inappropriately. Adult learners are not literate in the first language commonly used at the centres - Northern Sotho. The main implications of the findings are: There is a need for the training of literacy teachers in this rural area of Mapulaneng. There is a need for some form of communication between the Department of Education and Culture and all the stakeholders involved in adult education. Although not replacing the other languages, English should remain as the main language of learning.

Thesis (M.A. (Education)) -- University of Limpopo, 2022

Thesis (M.A. (Education)) -- University of Limpopo, 2022 / This study sought to explore the perceptions of practitioners such as school principals, Heads of Departments and teachers towards the Grade9 curriculum changes in Economic and Management Sciences (EMS).This stems from the need for South African schools to have teachers with positive perceptions of teaching Economic Management Sciences since this is one subject that prepares learners for one of the scarce skills in the country entrepreneurship.The problem identified in this study is the perpetual poor performance of Grade 9 Economic Management Sciences learners.The review of the literature points out that since Economic and Management Sciences (EMS) in Grade 9 comprises the Accounting section, Business Studies section and Economics part, it is the former that contributes to the experienced learner's poor performance.This is a qualitative case study carried out at the Malelane circuit in Mpumalanga.This case study method allowed the researcher to use multiple data collection methods to enhance the qualityof the findings.The qualitative data generation methods applied in this study included the interviews, documents review and observations. Out of 12 secondary schools in the Malelane circuit, Mpumalanga, 3 secondary schools were conveniently sampled. In each secondary school, 3 research participants became part of this study. Teachers were specifically sampled for this study based on teaching Economic and Management Sciences in Grade 9. Key findings of the study revealed that a lack of sufficient teaching and learning resources in EMS delays the successful teaching of the subject. Furthermore, overcrowded EMS classes in secondary schools, make it difficult for the subject to be taught with enthusiasm by teachers. Finally, the difficult accounting section, which is part of the EMS, triggers negative perceptions against EMS by the EMS teachers. Lastly, inadequate support given to EMS teachers from secondary schools was worsening the negative perceptions against the subject. Based on the expressed findings, the researcher recommends that the Mpumalanga Education Department allocates more time for Economic and Management Sciences subjects in secondary schools to enable learners to build a better foundation of the subject. Inaddition, adequate teaching and learning resources for EMS are necessary

M.Ed. / In a country which has just acquired its democracy, education for all citizens is of primary concern. The illiteracy rate in South Africa is high, especially in the rural areas of the country. During this time when South Africa finds itself in a period of transition and of prioritizing items on its agenda, education in general and in particular education of those who had little or no education at all, is high on the priority list. While the government has targeted illiteracy as a major issue, other issues such as gender make the illiteracy situation even more complex, especially in the rural areas where the traditional tenets of the communities are still observed. The aim of this study is to explore the role gender plays in the involvement of adult learners in literacy programmes in the rural Mapulaneng area of Mpumalanga Province, in order to determine the possible implications for literacy programmes in other similar rural areas of South Africa. In order to achieve this aim, an interpretive design is applied and qualitative methods of data—collection are utilized. A literature study which consists of the exploration of the field of Adult Basic Education and gender in global education, with special reference to South African rural areas in particular, forms the theoretical background of the empirical research. Empirical data was obtained through observations and interviews and processed and analyzed by unitizing, categorizing and patterning, resulting in the findings of the research. Lastly, findings of this investigation are discussed in the light of relevant theory. The following are the main research findings: Gender does play a role in the involvement of learners in adult literacy programmes in the rural Mapulaneng area of Mpumalanga. There are learning needs that are specific to females but no particular needs specific to males. However, some needs are not gender—related and are common to both females and males. The main implications of the findings are: Adult literacy classes should be conducted during the evening, in order to accommodate workers, mostly men. There is a need for teacher training of both female and male literacy teachers. Some of the gender—related reasons for non—involvement of adult learners, particularly those that pertain to the dominance of males, would be difficult to address as they are deeply rooted in culture. In order to address the needs of male and female adult learners, a holistic approach should be applied. A holistic approach entails: not only teaching literacy but addressing other needs of the learners; not only addressing the expressed needs of learners (male and female), but also addressing the needs that they are not aware that they have.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The Department of Basic Education has a duty of ensuring that all children enjoy free and equal access to basic education despite their socio-economic status and backgrounds. The South African constitution also recognises universal access to quality primary education as a fundamental human right. This compels the Department of Basic Education to ensure that every child is provided with basic primary education at no cost, hence the expansion of no-fee schools and the National Schools Nutrition Programme. In an attempt to fulfil the Millennium Developmental Goal 2, which advocates for the provision of equal access to primary education, the multi-grade teaching practice was then introduced to ensure the provision of education to children in sparsely-populated and rural communities. However, this type of teaching practice comes with myriad difficulties which teachers face as they manage curriculum delivery. This study, therefore, seeks to examine the various difficulties that teachers face as they have to deal with multi-grade teaching and how they overcome those difficulties. The literature revealed that multi-grade teaching is not limited to the South African situation alone, but a global phenomenon practised in both developing and developed countries. It also emanates from the literature that multi-grade teaching, if used correctly and effectively could yield positive results. The study adopted a qualitative research approach. This study follows a case study design. Following that the study adopted the qualitative research approach, data collection tools linked to the approach were used and included: Interviews, document review and observations. A principal, teacher and parent from three schools managing difficulties associated with multi-grade classes were purposively sampled. The research findings, based on the interviews, document review, observation and the literature reviewed revealed that the insufficient backing from the Department of Basic Education, heavy workload of teachers and general shortage of teaching staff are some of the difficulties that teachers in multi-graded schools have to grapple with. Based on the findings, the researcher concludes that the dearth of intervention from the Department of Basic Education hugely affects the effective curriculum delivery in multi-graded schools. To mitigate the identified difficulties, the researcher recommended that a different post-provisioning norm and funding model for the multi-graded schools be experimented with.

Thesis (M.Ed.(Curriculum Studies)) -- University of Limpopo, 2022 / The liability for the decline in performance in Grade 12 Accounting learners in Ehlanzeni District has been levelled against lack of resources in schools, teachers’ inability to execute their duties and poorly trained teachers. Arising from this indictment, this study was conducted to investigate the effectiveness of assessment methods used for Grade 12 Accounting learners in Sikhulile and Mgwenya Circuits in Ehlanzeni District of Mpumalanga Province. A qualitative survey case study was used as a research design. Data was collected using one-to-one interviews among five Accounting teachers, five Heads of Department and five Principals. Qualitative data was presented using thematic and narrative analysis. The key findings were: (1) inadequacy of Accounting workshops and non-attendance by teachers, (2) lack of pedagogical content knowledge (PCK) by Accounting teachers, (3) Accounting content gaps among learners and difficulties in the content area such as Balance Sheet and Cash Flow Statement, (4) shortage of Accounting Learning Teaching Support (LTSM), (5) inadequacies in pedagogical technological devices for teaching, learning and assessment in Accounting, (6) poor teaching and assessment methods used in Accounting and (7) inadequate support from the Department of Education. The study recommends increased frequency of workshops and making attendance compulsory, strategies to improve the pedagogical content knowledge of Accounting teachers, providing in-service training in Accounting to EMS teachers, improved supply of educational resources, improving the schools’ digital infrastructure such as internet connectivity and accessibility to digital devices, improving teachers’ pedagogical skills and digital skills and palpable Departmental support to teachers

Text in Afrikaans / Children in children’s homes often make use of specific behaviour - defined as contact boundary disturbances in Gestalt theory - as a result of their intense emotional needs, but also to protect themselves or to be assertive in their current environment. This qualitative, applied study aimed to determine and describe the way the child care workers of a rural child and youth care centre manage and experience the contact boundary disturbances of children in the children’s home. Semi-structured interviews were conducted with eight child care workers. In conducting the study, the researcher found that the child care workers had inadequate knowledge and insight regarding contact boundary disturbances and how to handle it. It was concluded that the management of children’s homes must ensure that training and support are provided to child care workers so that their needs are addressed in order to prevent burnout. Recommendations that will be valuable with respect to the handling skills and emotional experiences of child care workers were made. / Social Work / M. Diac. (Spelterapie)