The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study. In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning. In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The final thesis deals with an application of project within history lessons at secondary grammar schools of the Administrative Region of Ústí nad Labem .The thesis summarizes the basic theoretical findings on a projects realisation together with findings gathered by the empirical research at secondary grammar schools of Administrative Region of Ústí nad Labem. The research focused on recognising a present status of incorporating and using projects in the history lessons, and on the experience of pupils and teachers with this specific teaching strategy. On the grounds of connecting these findings, the thesis provides the reflection of possible using of projects in the course of history lessons (not only as a supplement of ordinary lessons). The thesis recognises a present status of projects realisation within history lessons, including the favoured topics, a way of realisation, outcomes, and a brief summary of particular projects offered by external organisations. The thesis deals with positives and negatives of projects realisation in accordance with opinions of pupils and teachers of secondary grammar schools of Administrative Region of Ústí nad Labem. The thesis also contains two proposals of history projects that might be used by teachers for creating their own projects.

Practical work forms an integral part of physical science. Most schools in Venda have no laboratories for practical work. Teachers use the telling method. Students learn by rote. They learn without understanding science concepts. They cannot apply their knowledge to real life situations. This research investigates the use of equipment from inexpensive material in teaching physical science. Teachers trained to improvise equipment use them in classroom teaching. These help teachers to understand many science concepts and use the process approach in their teaching. The research found that when science is taught through experiments with improvised apparatus, student learning occurs at various domains of science education. The bad effects of lack of facilities for practical work are mostly eliminated. Meaningful learning leads to the understanding of science concepts. Students construct their own knowledge, apply it to any situation and enjoy learning the subject. / Curriculum and Instructional Studies / M. Ed. (Didactics)

DEd (Curriculum Studies) / Department of Curriculum Studies / The study examined challenges that confront lecturers and student teachers at colleges of primary teacher education in Zimbabwe in the use of action research as a teaching and learning strategy. The study focused on lecturer competency, personal dispositions of students towards mastery of action research skills and institutional challenges. The mixed methods research design was used in this study. A combination of the two research approaches exhibits complementary strengths and non-overlapping weaknesses of the techniques, methods and processes involved. Purposive sampling technique was employed to choose one principal and 9 heads of departments while simple random sampling was used to select 140 student teachers. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Thematic analysis was employed to analyse narrative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. It was established that student teachers have limited practical experience in action research prior to proceeding on teaching practice as well as weak communication skills to support its conduct. The study recommends that lecturers should cater for the characteristics and experiences of student teachers when planning and delivering lectures in order to improve their acquisition of action research skills.