The potential of the Internet as a learning tool has emerged as a result of its increased development and its use as a means of communication in various academic institutions. Online learning is one of the ways in which the Internet can be used as a learning tool which can provide support to educators in a classroom. The tools which support online learning cover a wide range of different applications, such as discussion forums, chat and file sharing. These tools can be used to support different activities in the learning process, such as content delivery and encouraging collaboration between the various people that participate. It is possible to link these different tools into a single system such as a learning management system (LMS). WebCT, BlackBoard and Moodle are examples of such LMSs. It is within the context of this background knowledge that the study on hand investigated the use of a LMS. The focus of this study was to investigate the use of an LMS in the teaching and learning of a Grade 10 Information Technology (IT) class, with emphasis on the attitudes and experiences of learners in relation to implementation of the LMS as a teaching and learning tool in the classroom. This study employed a mixed-methods approach (a combination of quantitative and qualitative approaches). The quantitative approach included an attitudinal survey in the form of a questionnaire which used a Likert scale to assess responses to statements. The qualitative approach concerned itself with production of in-depth data. Focus group interviews were conducted with Grade 10 IT learners. These instruments generated data that were used to answer the main research questions. In terms of analysis of the data thematic analysis was used, with texts representing qualitative data and tables and statistics representing quantitative data. In order to discuss all of the findings the characteristics (attributes) of an innovation, as explained in the Diffusion of Innovations Theory, the constructs of the Unified Theory of Acceptance and Use of Technology and the principles of connectivism were used. The research findings indicated that the learners had a positive attitude towards the use of the LMS to support teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

The main objective of this study was to determine the progress made in the development of mathematical proficiency, in the domain of number skills, by learners in the two cohorts (namely: Mathematics and Mathematical Literacy) during Grade ten. The research was conducted at Temple Valley Secondary School, which is situated at Verulam, north of Durban in KwaZulu-Natal. Furthermore, this research study was questionnaire-based employing basic descriptive statistics as well as qualitative analyses. Data was collected through numeracy (number) skill tests, a questionnaire and focus group interview responses of grade ten mathematics learners. A total of two skill tests were administered and 3 focused group interviews were conducted with six grade ten learners each. The first test and first attitudinal questionnaire was administered in May 2006 when learners had branched off into the two paths of mathematics. Thereafter, a second test and second attitudinal questionnaire was administered, during October 2006; when learners had completed most of the school year. The October-test was followed by the focus group interviews. A convenient sample was used in selecting the learners for this research study and a purposeful sampling technique was used for the focus group interviews. All grade ten learners at Temple Valley Secondary School were selected as the sample. The results showed that the mathematics learners slightly outperformed the mathematical literacy learners in the development of mathematical proficiency for number skills. The findings from this research could inform: Teachers of grade ten learners with an interest in improving the mathematical proficiency, in number skills, of learners and; curriculum developers and materials development specialists who prepare mathematical material for grade ten classrooms. The results showed that none of the grade ten learners, from either cohort, were mathematically proficient in May or October. From the study, it was noted that the female grade ten learners generally outperformed their male counterparts. The focus group interviews revealed that learners had a positive attitude to the learning of the subject mathematics, despite the poor test results of this study. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2008.

Mathematical Literacy (ML) was introduced as a new subject in 2006, as an alternative to Mathematics for learners in Grade 10 to 12 in South African schools. The challenge of the shortage of Mathematics teachers (and hence Mathematical Literacy teachers), was exarcebated. Hence the KwaZulu Natal Department of Education (KZNDoE) jointly with the University of KwaZulu-Natal (UKZN) initiated a programme designed to re-skill teachers to teach this new subject. This study explores the professional development of such teachers as a result of their participation in the Advanced Certificate in Education (ACEML) course at UKZN. Their professional development is explored in terms of their content knowledge, a content specific pedagogy and their professional identity and beliefs. The study was informed by a naturalistic, interpretivist orientation. Two versions of semi-structured questionnaires were completed by a total of twenty-three teachers. The first version, called Questionnaire A, was completed by fifteen teachers while the second version, Questionnaire B, by eight teachers respectively. Later, semi-structured interviews with four of the teachers were conducted. Their previous academic records were also used as data sources. The key findings of the study revealed that all teachers interviewed perceived improvement in their content knowledge as a result of their participation in the programme. Examples of improvements in their content-specific pedagogies were their increased repertoire of teaching strategies, their increased confidence, their focus on learners‟ prior understanding and their ability to link their teaching to real life applications. Findings also indicate that many teachers developed strong identities as Mathematical literacy teachers. A shift in identity was also evident with some teachers switching over from previous specialisations to teaching only Mathematical Literacy. Many teachers also felt that the generic modules helped them gain a broader understanding of their role. Claims that Mathematics teachers who have not studied the ACEML cannot teach ML as successfully as those who have, were made by most teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This is an exploratory qualitative study which is an in-depth investigation into the literacy practices of the congregants of the KwaMashu African Gospel Church circuit (Durban). The study focuses on the practices, uses and values that the congregants attach to literacy. The contribution of this study can be summarised by the following three points: 1). The church is a potential domain or institution that can contribute to the eradication of illiteracy and promotion of literacy skills. 2). Literacy seems to be integral in all spheres of life. 3). Literacy is situational or contextual; therefore, formal literacy cannot always be generalized. There are four critical questions posed by the study: 1). What are the literacy practices that the church members engage in? 2). What are the literacy events occurring or identified in the church? 3). How do church members value literacy? 4). How do non-literate church members cope with the literacy demands of church literacy practices? The study aimed at exploring how literacy is used and valued by the members of this church. The data was collected and analysed qualitatively from three categories of participants (leadership, non-literate and literate congregants) who are its members. The study revealed that literacy is used and valued by the congregants. It further revealed that in the literacy events that were studied congregants had a tendency to use orality and literacy mediators. Although these appeared to be coping means for non-literate members, the study revealed that even the literate members sometimes made use of literacy mediators and orality. The study concludes that despite the culture of Pentecostalism (reliance on guidance by Holy Spirit and tendency towards oral practice of religious activities), literacy appears to be integral to and irreplaceable in this church. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Drawing on two research questions, this study presents an understanding of the nature of heritage in selected contemporary Grade 10 South African history textbooks, and elucidates factors responsible for the depiction of heritage in a particular way. The context that informed this study was that of South Africa as a post-conflict society. Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary (post-1994) South African history textbooks with regards to their representation of heritage. Lexicalisation, a form of the Critical Discourse Analysis (CDA) was used as method to analyse the pre generated data from the selected textbooks following Fairclough’s (2003) three dimensions of describing, interpreting, and explaining the text. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. My findings from this study concluded that although educational policy in the form of the NCS-History clearly stipulates the expectations to be achieved from the teaching and learning of heritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the finding are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively,and finally a confirmation of the tension in the heritage/history relationship. The study discovered that factors such as the commercial and political nature of textbooks, the lack of understanding of the debates around the heritage/history partnership, and the difficulties involved in post-conflict reconstruction are responsible for this type of heritage depiction in the textbooks. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This is a qualitative case study which sought to explore the integration of indigenous knowledge systems (IKS) in the teaching of conservation of biodiversity and natural resources by Grade 10 Life Sciences Educators in the Pinetown district. The study was done in two parts. Part one explored the Grade 10 Life Sciences educators’ understanding of the integration of indigenous knowledge in Life Sciences and the extent to which the educators integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The data analysed was collected through questionnaires with open ended questions. Part two interrogated how the two educators who were purposively selected from part one of the study integrated indigenous knowledge in their teaching; as well as what informed the way they integrated indigenous knowledge in their teaching. The data analysed was collected through a pre-observation interview, a lesson observation and a post-observation interview with each of the two participants. The data was analysed within the conceptual framework of teachers as cultural brokers. The National Curriculum Statement (NCS) policy document for Life Sciences explains indigenous knowledge as another way of knowing and as an alternative way of explaining concepts that are usually explained using scientific knowledge. Hence it encourages the interaction of different ways of knowing in formal schooling. The analysis of part one of the study showed that 90% of the educators that participated in the study said that they integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The analysis of how the educators integrated indigenous knowledge in their teaching and what they did when they integrated indigenous knowledge showed that, even though the educators verbally asserted that they integrated indigenous knowledge in their teaching, there was in fact no evidence of a proper understanding and integration of indigenous knowledge in their teaching. Instead, the educators’ integration of indigenous knowledge point to the educators using indigenous knowledge to foster and strengthen the learning of scientific knowledge and to promote the interest of their learners in the learning of science knowledge. At the core of the educators’ integration of indigenous knowledge is their concern with their learners’ learning of scientific knowledge. In this regard, the educators couldn’t be seen to function as cultural brokers in helping learners move between their indigenous knowledge and the science knowledge of the concept of the conservation of biodiversity and natural resources. The analysis showed a limited understanding of the principles and ideas upon which indigenous knowledge can be integrated into the Life Sciences curriculum. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

The purpose of this action research study was to explore how three Grade 9 teachers developed their understanding and practice of Education for Sustainable Development (ESD) through the use of a participant-designed intervention. ESD may be simply understood as a concept that describes all educational activities concerned with developing an understanding of the relationships that exist among the issues of SD. ESD and SD are terms that hold many meanings. It is no wonder that teachers find it difficult to bridge their understanding and practice. Literature supports these ideas and also notes that the lack of awareness that teachers have about ESD is due to the poor attention it is given in school policy. This study suggests that self-directed professional development could address such a shortfall in schools. The action research study involved four steps of reconnaissanceplanning- action-reflection. These steps unfolded within three phases of development, namely: the pre-intervention phase, the intervention phase and the post-intervention phase. The ESD principles were used to identify the teachers’ understanding and practice of ESD during the pre- and post-intervention phases. During the intervention phase teachers as coresearchers were then responsible for designing an intervention that they thought would help develop their understanding and practice of ESD. This study was seen to employ coengaged professional development. The findings of this research served to inform teachers, ESD promoters, resource development workers and relevant UNESCO officials of the challenges and experiences facing teachers attempting to understand and practice a meaningful and much needed ESD. The findings also served to reveal the benefit that engaging teachers in action research and professional development has on teacher professional development. Findings suggest that teachers require certain conditions in order to engage in professional development. These conditions include: (1) Collaborative meetings in a neutral context within the framework of action research; (2) Verbal communication and sharing of ideas; (3) Sharing of resources and local media; (4) Opportunities for reflection; and (5) An outside facilitator. Teachers showed a great sense of empowerment as they displayed evidence of teacher efficacy. This research concludes that action research, reflective practice and self-directed professional development offer modes for ESD implementation that is empowering for teacher professional development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This study encompasses the use of concept maps to investigate learners' conceptual understanding of mathematics of a grade eight class in the predominantly Indian suburb of Shallcross. The grade eight learners that were the participants of this study were in the secondary school for the first time. They were in the middle of the Senior Phase within the General Education and Training Phase of their schooling career. This study is embedded in an action research methodology and is conducted from an interpretivist paradigm. Operating on a mixed methods theory, concept maps constructed by learners were analysed through the duration of the study. Towards the end of the study learners completed a questionnaire. Based on certain responses in the questionnaire and the analysis of the concept maps, six learners were then selected and interviewed to probe learners' conceptual understanding of concept maps. The results of the study reveal that most learners find concept maps enjoyable, fun and a creative way to learn mathematics. Further analysis of the questionnaire indicates that learners enjoy the social dynamics that group work provides and they found that working together also enhances their understanding. Further analysis of individual and group concept maps reveals that group work is effective in the use of concept mapping. The results of the study suggest that concept maps might be successfully used in assessing learners' declarative knowledge. An important implication of this study is that concept maps can be practically and effectively applied to a variety of outcomes within the constraints of the classroom. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This study investigated how Grade 10 learners conceptualise an introductory activity to the sine function with The Geometers' Sketchpad. In a study by Blackett and Tall (1991), the initial stages of learning the ideas of trigonometry, are described as fraught with difficulty, requiring the learner to relate pictures of triangles to numerical relationships, to cope with ratios such as sinA = opposite/hypotenuse. A computer approach might have the potential to change this by allowing the learner to manipulate the diagram and relate its dynamically changing state to the corresponding numerical concepts. The learner is thus free to focus on specific relationships, called the principle of selective construction, as stated by Blackett and Tall (1991). The use of this educational principle was put to test to analyse the understanding of Grade 10 learners' introduction to the sine function. Data was collected from a high school situated in a middle-class area of Reservoir Hills (KZN) by means of task-based interviews and questionnaires. Given a self-exploration opportunity within The Geometers' Sketchpad, the study investigated learners' understanding of the sine function only within the first quadrant: A) as a ratio of sides of a right-angled triangle B) as an increasing function C) as a function that increases from zero to one as the angle increases from 0° to 90°. D) as a relation between input and output values E) the similarity of triangles with the same angle as the basis for the constancy of trigonometric ratios. The use of Sketch pad as a tool in answering these questions, from A) to E), proved to be a successful and meaningful activity for the learners. From current research, it is well-known that learners do not easily accommodate or assimilate new ideas, and for meaningful learning to take place, learners ought to construct or reconstruct concepts for themselves. From a constructivist perspective the teacher cannot transmit knowledge ready-made and intact to the pupil. In the design of curriculum or learning materials it is fundamentally important to ascertain not only what intuitions learners bring to a learning context, but also how their interaction with specific learning experiences (for example, working with a computer), shapes or changes their conceptualisation. The new ideas that the learners' were exposed to on the computer regarding the sine function, also revealed some errors and misconceptions in their mathematics. Errors and misconceptions are seen as the natural result of children's efforts to construct their own knowledge, and according to Olivier (1989), these misconceptions are intelligent constructions based on correct or incomplete (but not wrong) previous knowledge. Olivier (1989), also argues that teachers should be able to predict what errors pupils will typically make; explain how and why children make these errors and help pupils to resolve such misconceptions. In the analysis of the learners' understanding, correct intuitions as well as misconceptions in their mathematics were exposed. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Much has been said about rationalization and redeployment in socio-economic and political circles in South Africa, with many of the associated problems inherited from the apartheid government. These problems included, but were not limited to, the following: lack of learner support materials (textbooks, desks), insufficient and overcrowded classrooms, libraries and laboratories and human resources (insufficient trained teachers, especially in mathematics and science in townships and rural schools of South Africa). These problems have proved detrimental to effective teaching and learning and have created almost impossible working conditions for the majority of teachers. In order to comply with the Constitution of the country and the culture of human rights, the achievement of equity in the education sector of South Africa became a central component of attempts to restructure education in post- apartheid South Africa. It remains one of the most pressing issues in the politics of educational reform. To address years of imbalance in education, a number of policies were created and implemented. One such policy was the rationalization and redeployment of teachers from advantaged schools to previously disadvantaged schools. This policy was the principal mechanism for achieving equity, both between and within provinces. The pupil- toteacher ratio is one of the key indices of unequal per capita expenditure in schools in different communities as well as an important determinant of quality in South African education. It is a good policy on paper, but the implementation thereof has not been easy. Many obstacles have been encountered in the process of implementation. These include: (i) lack of a comprehensive teacher database which clearly indicates the number of teachers to be redeployed, (ii) lack of clear and concise information for the general public - absence of effective channels of information distribution and communication, (iii) lack of motivation to co-operate for those who would be directly affected, (iv) lack of decentralised decision making- processes, (v) the financial constraints experienced by the provinces of South Africa during the process of implementation. Regardless of the support policies enjoy from authorities, many policies do not receive the support of the public, especially if they require unpopular action - a situation that applies to the redeployment of teachers in South Africa. The involvement in and acceptance of the policy by all stakeholders is crucial. Research instruments such as face-to-face interviews were used to gather the data presented in this research. Interviews were conducted to gain insight into the perceptions of teachers of the rationalization and redeployment policy in selected schools in the Port Shepstone/ Harding district. The research explored the contradictions and consequences that underpinned the rationalization and redeployment of teachers in KwaZulu- Natal. / Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2005.