In this study the relationship between the South African Grade 11 Life Sciences curriculum documents, HIV and AIDS knowledge and behavioural preferences of students was investigated. The Life Sciences curriculum and textbooks used in Grade 11 Life Sciences were analysed to determine the curriculum ideology of the subject and concepts related to HIV and AIDS that are prescribed for teaching with the aim of educating students about HIV and AIDS and promoting safe behaviour. Life Sciences and non-Life Sciences students were compared to determine whether academic HIV and AIDS knowledge taught in Life Sciences was related to functional HIV and AIDS knowledge and behavioural preferences. Findings indicate that Life Sciences does not promote safe behaviour related to HIV and AIDS. Furthermore Life Sciences is knowledge-oriented and integrates HIV and AIDS knowledge as extra content. In addition Life Sciences does not have a clear curriculum ideology for HIV and AIDS education even though it has characteristics of various curriculum ideologies with greater emphasis on the scholar academic ideology. The Life Sciences curriculum makes provisions for the construction and application of HIV and AIDS knowledge, but it does not provide guidance with regards to application of knowledge. Moreover textbooks are not consistent with regard to presentation of content and do not present sufficient content for meaningful application in everyday life. Results also showed that academic HIV and AIDS knowledge improves some students’ knowledge of functional HIV and AIDS knowledge. It was also found that HIV and AIDS knowledge does not significantly correlate with some students’ behaviour presumably because students have difficulty in relating Life Sciences knowledge to real life. Consequently some students do not fully know some HIV and AIDS concepts, and they rely on alternative means to respond to questions for which they do not have the necessary content knowledge. It was also found that some students do not take ownership of social problems related to HIV and AIDS. The researcher believes that there is a need to review HIV and AIDS education in Life Sciences by basing it on a precise curriculum ideology that will ensure that suitable scientific content, which may lead to behaviour transformation, is integrated. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / Unrestricted

Thesis (M.Ed. (Science Education)) -- University of Limpopo, 2016 / This study investigated Grade 11 learners’ misconceptions about force. An exploratory design was used with six schools. A purposive sample of 190 learners studying Physical Sciences was tested for common misconceptions using the Force Concept Inventory (FCI). Furthermore, the prevalence of the misconceptions was also determined. Focus group discussions were used to determine the origin of learners’ misconceptions. Descriptive analysis of the FCI revealed extensive misconceptions about Newtonian physics amongst Grade 11 learners with a prevalence range of 70% to 90%. The researcher surmised that the origins of these prevalent misconceptions are inherent of the sources of misconceptions that learners encounter in the formal physics classrooms: teachers and textbooks. Textbooks used by learners do not take into account possible misconceptions that learners might have. Thus, it might be difficult for teachers to identify possible misconceptions-prone topics based on their own background. The researcher recommends interactive teaching strategies.

The study investigated the impact of computer simulations on the teaching and learning of electromagnetism in grade 11. Electromagnetism is a section of the Physical Science curriculum. Two grade 11 classes in the Mgwenya circuit in Mpumalanga province of South Africa were used as a case study. Using a pre-test, post-test non-equivalent control group design, it was found that learners in the experimental group (n = 30) who were taught using the simulations achieved significantly higher scores on the post-test than learners in the control group (n = 35) who were taught using traditional teacher-centred teaching method; (t statistic = 3.582, df = 56, p<0.05). Learners were more active during the lessons, predicting, observing, discussing and explaining concepts. The use of simulations also provided support (scaffolding) that the learners need to enhance learning. The Hake’s normalized gain for the experimental group <g> = 0.32 compared to <g> = 0.18 for the control group confirmed conceptual improvement. Both teachers and learners indicated that they accept the use of computer simulations in teaching and learning of electromagnetism. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)

The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.

The study investigated the impact of computer simulations on the teaching and learning of electromagnetism in grade 11. Electromagnetism is a section of the Physical Science curriculum. Two grade 11 classes in the Mgwenya circuit in Mpumalanga province of South Africa were used as a case study. Using a pre-test, post-test non-equivalent control group design, it was found that learners in the experimental group (n = 30) who were taught using the simulations achieved significantly higher scores on the post-test than learners in the control group (n = 35) who were taught using traditional teacher-centred teaching method; (t statistic = 3.582, df = 56, p<0.05). Learners were more active during the lessons, predicting, observing, discussing and explaining concepts. The use of simulations also provided support (scaffolding) that the learners need to enhance learning. The Hake’s normalized gain for the experimental group <g> = 0.32 compared to <g> = 0.18 for the control group confirmed conceptual improvement. Both teachers and learners indicated that they accept the use of computer simulations in teaching and learning of electromagnetism. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)

The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.

No description available.

The purpose of this study is to investigate physics teachers’ (TPCK) and their learners’ achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of six-point Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers’ experience and their learners’ achievement [Spearman’s rho (42) = .39, p = .011] as well as physics teachers’ TPCK and their qualifications [Spearman’s rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers’ TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners’ responses on the LCTTPCKQ and their teachers’ responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum. / Mathematical Sciences / Ph. D. (Mathematics, Science and Technology Education)

MA.CRM / Department of Criminal Justice / See the attached abstract below

This study employed a qualitative approach to investigate the use of cooperative learning to enhance conceptual understanding of trigonometry in a Grade 11 mathematics classroom, conducted at a high school in Moletlane Circuit, Capricorn District in Limpopo Province, South Africa. A single case study was used as a research design to get an in-depth analysis and collect detailed data using semi-interviews and lesson observation of the cooperative learning of trigonometry in Grade 11 from the learners and the teacher. Participants were purposely chosen and consisted of (n=30) Grade 11 mathematics learners and their mathematics teacher. Data from the participants were collected through semi-structured interviews and observation, with the aid of observation guide (Appendix C) for three weeks. The salient findings from the study showed how cooperative learning was used, research questions, the approaches, the teacher did not adequately highlight the importance of trigonometry to students without integrating the topic to real-life situations. Some students said that the teacher did not teach trigonometry in a manner that they understood, which made trigonometry challenging for them. Concerning cooperative learning, the study found that many learners were passively engaged, listened to or watched the teacher. Mainly, the study recommends teacher-training institutions to host practical workshops to help teachers integrate theoretical training and practical cooperative learning experience. While this study was qualitative in nature, future researchers could conduct quantitative data collection. This would allow for the collection of numerical findings through survey questionnaires. / Mathematics Education / M. Ed. (Mathematics Education)