The purpose of this study was to investigate the socio-economic impact of learners’ achievement at public schools in Nkangala District in the Mpumalanga Province. The benefits of the study were highlighted within the narrative of the study. The study was qualitative in nature and included a literature study, observations and semi structured interviews. It was discovered from the data that the socio- economic conditions in the district, the learners’ home environment, the school environment and the Department of Education impacted on learners’ achievement. Based on the findings, recommendations were made for improvements to assist in addressing the socio economic impact on learners’ achievement. / Educational Leadership and Management / M. Ed. (Education Management)

The study explored factors that affect academic achievements in Grade 6 mathematics classrooms in a case of solving word problems. It investigated empirically the causes and perceptions that lead to difficulties in solving word problems and eventually identified strategies for teaching them. The constructivist philosophy was adopted. The study used the mixed-method design with quantitative data complementing the qualitative information. In gathering data, a word problem task, questionnaires, a class observation schedule, face-to-face and focus group interviews were used, focusing on SFS (pseudo) school learners and their teachers as a convenient sample. Data analysis was done in an integrated fashion where concurrent triangulation was followed. The statistics results illustrate that factors such as English language proficiency adversely affect the academic achievements of Grade 6 learners when solving word problems. Reading instructions aloud repeatedly and explaining key mathematical concepts have emerged as key strategies in understanding and solving word problems in mathematics. / Inclusive Education / M. Ed. (Inclusive Education)

This study focuses on the experiences of teachers in addressing the academic wellness of juvenile offender learners in the Correctional Centre. The main aim was to explore and understand the experiences of teachers in addressing the academic wellness of juvenile offender learners in a Correctional Centre School. In order to achieve this aim, the researcher used Bronfenbrenner’s eco-systemic theory (1977) and the Wellness theory by Hettler (1980) as a theoretical framework. The study was conducted at one of the Correctional Centres in Gauteng Province, South Africa. Purposive sampling was used, and two Correctional School teachers were selected. The study was qualitative in nature, embedded within an interpretive paradigm and used a phenomenological approach. After ethical measures were addressed, data were collected using the semi-structured interviews (Henning, Van Rensburg & Smit, 2004). The findings revealed that teachers implemented effective teaching strategies towards the enrichment of the academic wellness of the juvenile offenders in the Correctional Centre. Teachers indicated that there are barriers to learning in the Correctional School. Level of literacy and numeracy skills are low among juvenile offender learners. Some learners are not interested in learning and they have poor educational background. However, teachers revealed from the findings that indicate that effective schooling rehabilitates and could lower recidivism. An additional theme indicated that learning and teaching support materials (LTSM) are not adequately available. Moreover, teachers need empowerment and development in the Correctional setting and to be equipped or skilled adequately on necessary knowledge to handle special school environment and its challenges. Recommendation was made that to enhance and improve juvenile offender learners’ academic wellness, ample time spent during lock-up should instead be allocated to the Correctional School, be used efficiently and effectively. / Inclusive Education / M. Ed. (Inclusive Education)

The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction. The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results. / Mathematics Education / M. Ed. (Mathematics Education)

The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study. In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand. The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement. The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students. The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles . / Mathematics Education / M. Ed. (Mathematics Education)

The study explored factors that affect learner academic achievement in Physical Sciences in Limpopo rural secondary schools. The motivation for the research was based on the high failure in Physical Sciences in South African schools. The new Curriculum Assessment Policy Statement (CAPS) has brought changes in the teaching and learning of Physical Sciences such as assessment processes, methodology and new content. It was worth pointing out that the achievement of Physical Sciences learners gives an indication of the effectiveness and efficiency of Physical Sciences teaching and learning. Therefore, identifying the factors entails important issues which are of great relevance to the way Physical Sciences should be taught in schools to improve learner academic achievement. The primary question was “Which factors impact on learners’ academic achievement in Physical Sciences in Limpopo rural secondary schools?” In order to answer this question a qualitative approach and qualitative survey design were used and individual interviews were carried out with Physical Sciences teachers, principals, parents and curriculum advisors. Data was further collected through focus group interviews with Physical Sciences learners. Purposeful sampling was used to identify the participants. Data analysis in this research was aimed at giving appropriate meaning to the views of the Physical Sciences teachers, Physical Sciences learners, principals, curriculum advisors and parents on factors affecting learner academic achievement in Physical Sciences. The data was audio-recorded, transcribed and printed. The interview transcriptions were organised into themes by coding. The coded data was used to form the true analysis of the activity system by identifying the purpose of the activity in order to get clarifications. This included the context of the Physical Sciences teaching and learning and learner academic achievement. The results according to the perceptions of Physical Sciences teachers, Physical Sciences learners, principals, curriculum advisors and parents showed that the main issues of high failure rate are lack of adequate resources, teacher effectiveness, lack of motivation, high teacher-learner ratio, workload, discipline of learners, supervision of teachers, parental involvement, management and leadership skills, and appropriate teaching methods. Recommendations for practice and policy are suggested and the indication was that provision of common tasks to teachers and formation of subject committees decreases the workload. The availability of resources allows learners to do practical work and improve performance. The goal was to engage learners in challenging and stimulating tasks with appropriate help from the teachers to improve achievement. In order for the teacher to provide assistance to the learners there must be maximum teacher-learner ratio. Effective supervision ensures that teachers and learners are punctual, which will ensure maximum use of available teaching time and timely completion of the work schedules or pace setters. A smaller number of learners per class could result in improved performance in Physical Sciences. It is important for principals to instil discipline in learners. The support and value of NGOs to assist in sharing workload by carrying out experiments in secondary schools was acknowledged. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Nursing colleges face a high failure rate among first and second year nursing students. Appropriate selection criteria should help to recruit and select the best suitable candidates who will endure the requirements of the comprehensive four-year nursing diploma course and finally graduate. The input should be equal to the throughput. The purpose of this study was to explore and describe the extent to which selection criteria were a determinant or predictive factor of nursing students’ academic performance and success at a nursing colleges in Gauteng Province. A triangulated research design method was used for data collection, presentation, and analysis. The research population consisted of first and second year student nurses registered in public nursing college. Random sampling was opted for at the nursing college selected as research site. During the empirical phase in 2015, 280 questionnaires were distributed. The findings of the study indicated that there is a weak linear relation between academic qualification and academic performance, yet further analysis showed that there is a significant relationship between Bachelor’s degree holders and their academic achievement when admitted at nursing colleges. / Health Studies / M.A. (Health Studies)

The role of parents in their children’s education presents significant evidence in schools’ academic results, when parental roles in education are given priority. It is noted that parents play a significant role in improving a school’s academic results. The aim of this study was to investigate the techniques utilised by schoolteachers to involve parents in children’s education in selected secondary schools within the Metro-Central Education District, Western Cape. A qualitative research approach was utilised, employing research methods which included face-to-face interviews, reading school polices and going through parents’ meeting minutes. The investigation focused on two secondary schools that were purposefully selected to participate in the study. This investigation revealed that participants in the study overlooked the role of parents in their schools. Therefore, although they involve parents in some school activities, there is a need for training on how the school principals should optimally involve parents in school activities. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

Many learners enter Grade 1 underprepared, because they have not had the chance to develop the necessary skills, values or attitudes expected of learners in this year. This results in academic backlogs and school underachievement, with many learners from poor socio-economic backgrounds in which poverty and unemployment are rife. Early identification of gaps in their learning as well as the support is crucial. Landsberg (2005, p.80) states that addressing early intervention implies not only a focus on the child and the needs of children but also facilitation of the environment in which they live. Against this background the study aims to investigate the needs and challenges of underachieving Grade R learners in a Mitchell’s Plain primary school. A phenomenological qualitative research approach was adopted, using purposeful sampling to obtain participants, and semi-structured interviews, observations and documents to collect data from two Grade R practitioners. A thematic document analysis of 20 underachieving Grade R learners followed to support the findings. The researcher argues that not enough support is being provided for these learners; hence the study seeks to determine their needs and challenges in the school. It is believed that the findings will contribute meaningfully by making recommendations for focused support for these learners. / Inclusive Education / M. Ed. (Inclusive Education)

The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.