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Challenges encountered by teachers when teaching fractions in Grade 2 at Koloti Circuit : Capricorn District, Limpopo ProvinceMasenya, Mmapula Nelly January 2021 (has links)
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The purpose of the research was to explore challenges encountered by teachers
when teaching fractions to learners in grade 2 at schools in the Koloti Circuit. A
qualitative approach including other research techniques, such as observation,
document analysis and interviews, were mutually employed to collect data during the
study. A pluralistic approach was employed when gathering data to enhance
triangulation and further intensify the merits of the probed facts. Purposive sampling
was employed to choose three grade 2 teachers from various schools to serve as
participants in this study. The following challenges were uncovered as a result of the
research: learners are from child-headed families; there is a high rate of learner
absenteeism; parents do not attend consultative meetings; there is a high rate of
teacher time-offs; there is a lack of teacher pedagogical content knowledge in
mathematics; teachers have to teach in multi-grade classroom; teachers lacking
background knowledge on implementation of inclusive classrooms resulting in
inadequate support to learners with learning barriers; classrooms are over-crowded;
uneven partitioning of circular representations was discovered, and there is lack of
content-related workshops. The following were some of the recommendations that
were established to counteract the challenges uncovered during the research study,
namely: establishment of after-care centres with qualified tutors; provision of state paid
security services in schools; teachers should create learner support materials to aid in
the teaching of fractions to the learners; teachers should notify parents when their
children are absenting themselves from school on regular basis without valid reasons;
teachers should notify parents about the benefits of attending consultative meetings;
memorial services for teachers should be conducted after learner contact time,
competent and/or qualified teachers in arithmetic should be assigned to educate the
subject; small schools should be merged to curb multi-grate teaching at schools; more
classrooms should be provided to avoid over-crowding in the classrooms, and more
content workshops should be organised in order to assist teachers who experience
challenges with the teaching of fractions. In conclusion, the outcomes of this study
could aid grade 2 teachers in instilling knowledge of fractions into their learners,
crafted on the suggested recommendations that are drawn subsequent the challenges facing teachers were singled out, in order to improve learner performance
in fractions. This could result in better performance by learners in mathematics at
various schools.
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Construction and evaluation of a holistic model for the professional development of Physics teachers via distance educationKriek, Jeanne 23 February 2005 (has links)
Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects.
In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching.
The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development.
In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added.
In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches).
The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)
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Oral Feedback in the English Classroom : Teachers' Thoughts and AwarenessRydahl, Susanna January 2006 (has links)
<p>The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.</p><p>I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.</p><p>My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.</p>
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Program Čtením a psaním ke kritickému myšlení (RWCT) v pojetí výuky začínajícího učitele na prvním stupni ZŠ / Program of Reading and Writing for Critical Thinking (RWCT) in the approach to teaching beginning teachers in the primary schoolStupková, Petra January 2015 (has links)
This thesis aims to reflect the stage of professionalteachers start first grade of primary school. It deals with pedagogical activities and responsibilities of primary school teachers and professional support you as a teacher stating clearly set out to professional qualities of a teacher or profilig on a new teacher education program teacher training in it. One of them is an innovative program Reading and Writing for Critical Thinking (RWCT). The aim of my thesis is the finding of such problems facing today's beginning teachers, helps them to overcome what level of involvement in RWCT own approach to teaching, the influence of the quality of knowledge of the principles and methods of the program RWCT in conception of educationon, on job and The professionalization of teacher. Keywords: Beginning teacher, support for beginning teachers, the quality of teachers, teaching approaches, educational program RWCT, RWCT teacher, teacher professionalization.
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Construction and evaluation of a holistic model for the professional development of Physics teachers via distance educationKriek, Jeanne 23 February 2005 (has links)
Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects.
In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching.
The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development.
In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added.
In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches).
The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)
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Oral Feedback in the English Classroom : Teachers' Thoughts and AwarenessRydahl, Susanna January 2006 (has links)
The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student. I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation. My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.
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Suzuki-gebaseerde riglyne vir orrelonderrig : ’n kritiese ontleding (Afrikaans)Steyn, Adriaan Hermanus 17 October 2009 (has links)
AFRIKAANS: Orrelonderrig word tradisioneel eers vanaf ongeveer dertien- of veertienjarige ouderdom aangebied. Vir toelating tot die studie word ’n gevorderde vaardigheid in klawerbordspel vereis asook die nodige fisieke bou wat pas by die afmetings van die instrument. Die afname in orrelstudentgetalle wat die afgelope aantal jare op sekondêre- sowel as tersiêre vlak opgemerk word, vereis ’n dringende ondersoek na alternatiewe metodes om orrelonderrig meer toeganklik vir ’n leerder op ’n jonger ouderdom te maak. Alternatiewe orrelmetodes wat nie bogenoemde klawerbordvaardigheid as ’n vereiste stel nie, word sedert 1990 in lande soos Brittanje, Verenigde State van Amerika, Nederland en Swede toegepas. Alhoewel hierdie metodes bedoel is vir onderrig aan jong spelers sowel as die volwasse beginner, is die Suzuki-orrelmetode in hierdie navorsingstudie geïdentifiseer as die enigste metode tot op datum wat onderrig in manuaal- en pedaalspel insluit en wat geskik is vir die jonger leerder wat selfs oor geen leesvaardigheid beskik nie. ’n Kritiese evaluering van die Suzuki-orrelmetode het gelei tot die formulering van riglyne om orrelonderrig aan leerders op ’n vroeër ouderdom moontlik te maak. Deur die orrel meer toeganklik te maak word ’n liefde vir die instrument en die unieke klank daarvan by die jong leerder gekweek. Die mening bestaan ook dat ’n koördinasievermoë, wat een van die primêre vereistes vir suksesvolle orrelonderrig is, makliker op ’n jonger ouderdom aangeleer kan word. Met inagneming van die onderskeie ontwikkelingsfases van die jong kind en deur die nodige aanpassings in die wyse van aanbieding, fisiese veranderings aan die instrument, asook die keuse van onderrigmateriaal, kan die afname in belangstelling in orrelonderrig teëgewerk word. Hierdie alternatiewe sieninge kan sodoende ’n bydrae lewer tot die voortbestaan en behoud van orrelonderrig. Verdere navorsing is egter nodig om die praktiese toepassing van hierdie riglyne in ’n Suid-Afrikaanse milieu deur middel van ’n empiriese ondersoek te toets. ENGLISH: In a traditional context, organ tuition usually commences around the age of thirteen or fourteen. In addition to this age prerequisite, an advanced level of keyboard skills is mandatory as well as prospective students’ commensurate physical development in order for them to negotiate the dimensions of the organ console successfully. The general decline in the number of organ students in recent years at secondary and tertiary levels has given rise to an urgent review of alternate approaches to organ teaching which are more accessible to future younger organ students. Approaches that eschew advanced keyboard technique have been used in Britain, the United States of America, the Netherlands and Sweden since 1990. While these organ teaching methods are suitable for young as well as adult beginners, the Suzuki Organ Method highlighted in this study is the only approach to this date that includes manual and pedal technique and that is appropriate for younger students who may not have yet begun to read. In this study, a critical evaluation of the Suzuki Organ Method has led to the development of achievable guidelines for organ method strategies for young students. In so doing, playing the organ is made far more accessible to younger organists as well as developing in them a love for the instrument and an appreciation of its unique sound. This study further recommends that as co-ordination is one of the primary requirements for the successful study of the organ, it is easier to learn this skill at a younger age. It is possible to stem the decline in organ students by taking into account a number of factors, including the various developmental phases of the young child, appropriate adaptations in approaches to teaching, physical modifications to the instrument and the choice of teaching material. In so doing, this alternate method might contribute to a continuation of organ teaching. Ongoing empirical research will be necessary to determine the practical application of these guidelines in a South African context. / Thesis (DMus)--University of Pretoria, 2009. / Music / unrestricted
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Teaching L2 grammar : A study of teachers’ beliefs on frequency, methods and approaches of teaching English grammar in Swedish schools.Freeman, Nathan January 2023 (has links)
The aim of this thesis was to study English teachers' approaches, methods and beliefs that link to teaching grammar to students in Sweden. The research has revolved around how frequently grammar is taught, what approaches are used and what methods are favored by English teachers in Swedish secondary and upper secondary schools. The respondents were 51 teachers recruited through a convenient sampling in the Facebook group “Nätverk för lärare i engelska”. The study used a mixed method with a survey as the data collection instrument. The results show that English teachers in secondary schools and upper secondary schools in Sweden occasionally use grammar teaching. On a four-grade scale ranging from Very Occasionally to Very Often the mean response was 2.36. In terms of preferred approach, the results indicated that a planned approach was preferred by a small margin. These results are in contradiction to previous research on English grammar teaching in Sweden which shows that teachers prefer an incidental approach to grammar teaching. The present study indicates that teachers favored interactive methods of grammar teaching. The two most favored methods were the Task-Based method where students complete tasks in pairs or groups, and the Communicative Language Teaching where students learn through discussions. Analyzing teachers’ beliefs on grammar teaching, the present study focused on the open-ended questions in the survey. The responses indicated that context to grammar teaching is extremely vital according to the teachers who responded to the survey. As previously mentioned, the present study contradicts previous studies in terms of preferred approach to grammar teaching. However, the present study coincides with previous research in terms of preferred methods both in international research but also in Sweden specifically, which is that teachers prefer interactive methods of grammar teaching that involve inductive learning.
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Applying a framework-based approach to teach complex problem-solving to Accounting students / Karen OdendaalOdendaal, Karen January 2015 (has links)
Accounting transactions are becoming more complex, and more extensive accounting guidance is
provided on a continuous basis in the accounting standards. In addition, accounting guidance
changes often and additional guidance is added to the standards regularly. In view of this immense
amount of accounting knowledge that an accountant can be expected to have, exacerbated by often
multifaceted structures in accounting problems, it can be challenging and onerous to solve certain
accounting problems.
The premise of this study is that accounting problems can also be solved in a less complex manner
with reference to the foundational accounting concepts included in the Conceptual Framework for
Financial Reporting (CF). The solution to the accounting problem using the CF should result in a
similar answer had the detailed, complex accounting guidance been consulted. This is based on the
understanding that the detailed guidance is consistent with the CF and that the CF is not
underdeveloped. In the experience of the author of this dissertation, however, the CF is rarely used
to consider the accounting treatment of specific transactions and the first point of reference is usually
the detailed, specific guidance.
In order to impart a practice of incorporating the CF in problem-solving, the study in this dissertation
is underpinned by educational philosophies rooted mainly in constructivism, and specifically in
Ausubel’s subsumption theory. Applied to accounting education, this theory suggests a frameworkbased
approach whereby educators first instil a detailed knowledge of the CF in an Accounting
course and thereafter present details of specific accounting transactions by building and crossreferencing
to the foundational concepts in the CF. In addition, the paradigm in Accounting courses
should also incorporate problems and experiments through which students can construct their own
knowledge, rather than being passive recipients of an educator’s teaching style. Recent literature on framework-based teaching suggests that such an approach is beneficial as it enhances lifelong
learning.
This study reported on a framework-based approach incorporated in an Accounting course and
aimed to determine students’ ability to solve complex accounting problems by referring only to the
CF, as well as to determine the factors that could influence their ability to solve the problems and
the preferred problem-solving approach of students in facing future accounting problems. In order to
address the broad aim of this study, it was divided into two sections, each to identify and analyse a
different aspect of accounting problem-solving that incorporated the CF. The study in this dissertation
focused mainly on an interpretive research paradigm. The first project had the primary objective of
determining whether students have the ability to solve complex accounting problems by using only
the CF and determining which factors could influence their ability. This was established by analysing
the content and results of an assignment administered to third-year Accounting students at a South
African university in which students were required to solve problems using only the CF. The second
project had the objective of determining the preferred future approach students will take in solving
accounting problems after they have been exposed to a framework-based assignment. This was
established through qualitative measures and augmented by a questionnaire to analyse the students’
perceptions.
The contributions of this dissertation are manifold and include, but are not limited to, the realisation
that a conceptual approach to accounting education is beneficial in Accounting courses. The results
in this study indicate that the ability of students to solve complex accounting problems by referring
only to the CF may depend on the complexity of the scenario and the students’ familiarity with the
problem. In addition, after being exposed to a framework-based assignment, students may tend to
prefer a mixed approach in solving accounting problems, which entails a combination of the concepts
in the CF and specific accounting guidance governing a particular transaction. The author also
believes that this study makes a practical contribution by providing an actual framework-based
assignment which can be used or adapted by other Accounting educators to use in similar courses,
or to help them develop similar assignments or case studies or to replicate the study.
From an educational perspective, it is recommended that Accounting educators incorporate an
emphasis on the CF in their teaching approach. As students are exposed to opportunities to exercise
their judgement using the concepts included in the CF, they will gain experience in this and be able
to exercise better judgement in future. Each time a student is exposed to a problem requiring to be
solved using the CF, or is required to make necessary judgements with regard to the CF, it will lead
to the creation of new knowledge which the student can constantly link and cross-reference to
existing knowledge and experiences. It also appears that, when students are exposed to problem-solving using the CF, it may lead to accountants adopting a more balanced approach by considering
more CF constructs in solving future accounting problems.
Although the study in this dissertation was conducted at only one university, its implications are by
no means limited to this institution. Extrapolation of results cannot be attempted due to the nature of
the research design, but the results in this study are valuable and enhance accounting education
literature in better understanding students’ problem-solving abilities and their preferred problemsolving
approach. The research is therefore valuable to any Accounting educator, as well as the
institutional bodies guiding accounting education and its syllabi. It is hoped also that some of the
findings will inspire other educational institutions to promote a framework-based approach in an
innovative manner. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2015
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Applying a framework-based approach to teach complex problem-solving to Accounting students / Karen OdendaalOdendaal, Karen January 2015 (has links)
Accounting transactions are becoming more complex, and more extensive accounting guidance is
provided on a continuous basis in the accounting standards. In addition, accounting guidance
changes often and additional guidance is added to the standards regularly. In view of this immense
amount of accounting knowledge that an accountant can be expected to have, exacerbated by often
multifaceted structures in accounting problems, it can be challenging and onerous to solve certain
accounting problems.
The premise of this study is that accounting problems can also be solved in a less complex manner
with reference to the foundational accounting concepts included in the Conceptual Framework for
Financial Reporting (CF). The solution to the accounting problem using the CF should result in a
similar answer had the detailed, complex accounting guidance been consulted. This is based on the
understanding that the detailed guidance is consistent with the CF and that the CF is not
underdeveloped. In the experience of the author of this dissertation, however, the CF is rarely used
to consider the accounting treatment of specific transactions and the first point of reference is usually
the detailed, specific guidance.
In order to impart a practice of incorporating the CF in problem-solving, the study in this dissertation
is underpinned by educational philosophies rooted mainly in constructivism, and specifically in
Ausubel’s subsumption theory. Applied to accounting education, this theory suggests a frameworkbased
approach whereby educators first instil a detailed knowledge of the CF in an Accounting
course and thereafter present details of specific accounting transactions by building and crossreferencing
to the foundational concepts in the CF. In addition, the paradigm in Accounting courses
should also incorporate problems and experiments through which students can construct their own
knowledge, rather than being passive recipients of an educator’s teaching style. Recent literature on framework-based teaching suggests that such an approach is beneficial as it enhances lifelong
learning.
This study reported on a framework-based approach incorporated in an Accounting course and
aimed to determine students’ ability to solve complex accounting problems by referring only to the
CF, as well as to determine the factors that could influence their ability to solve the problems and
the preferred problem-solving approach of students in facing future accounting problems. In order to
address the broad aim of this study, it was divided into two sections, each to identify and analyse a
different aspect of accounting problem-solving that incorporated the CF. The study in this dissertation
focused mainly on an interpretive research paradigm. The first project had the primary objective of
determining whether students have the ability to solve complex accounting problems by using only
the CF and determining which factors could influence their ability. This was established by analysing
the content and results of an assignment administered to third-year Accounting students at a South
African university in which students were required to solve problems using only the CF. The second
project had the objective of determining the preferred future approach students will take in solving
accounting problems after they have been exposed to a framework-based assignment. This was
established through qualitative measures and augmented by a questionnaire to analyse the students’
perceptions.
The contributions of this dissertation are manifold and include, but are not limited to, the realisation
that a conceptual approach to accounting education is beneficial in Accounting courses. The results
in this study indicate that the ability of students to solve complex accounting problems by referring
only to the CF may depend on the complexity of the scenario and the students’ familiarity with the
problem. In addition, after being exposed to a framework-based assignment, students may tend to
prefer a mixed approach in solving accounting problems, which entails a combination of the concepts
in the CF and specific accounting guidance governing a particular transaction. The author also
believes that this study makes a practical contribution by providing an actual framework-based
assignment which can be used or adapted by other Accounting educators to use in similar courses,
or to help them develop similar assignments or case studies or to replicate the study.
From an educational perspective, it is recommended that Accounting educators incorporate an
emphasis on the CF in their teaching approach. As students are exposed to opportunities to exercise
their judgement using the concepts included in the CF, they will gain experience in this and be able
to exercise better judgement in future. Each time a student is exposed to a problem requiring to be
solved using the CF, or is required to make necessary judgements with regard to the CF, it will lead
to the creation of new knowledge which the student can constantly link and cross-reference to
existing knowledge and experiences. It also appears that, when students are exposed to problem-solving using the CF, it may lead to accountants adopting a more balanced approach by considering
more CF constructs in solving future accounting problems.
Although the study in this dissertation was conducted at only one university, its implications are by
no means limited to this institution. Extrapolation of results cannot be attempted due to the nature of
the research design, but the results in this study are valuable and enhance accounting education
literature in better understanding students’ problem-solving abilities and their preferred problemsolving
approach. The research is therefore valuable to any Accounting educator, as well as the
institutional bodies guiding accounting education and its syllabi. It is hoped also that some of the
findings will inspire other educational institutions to promote a framework-based approach in an
innovative manner. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2015
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