1 |
An investigation into the factors contributing to the poor performance of grade 12 (COSC) learners in LesothoJackson, M.M. January 2009 (has links)
A dissertation submitted to the Faculty of Education in fulfilment requirement for
the Degree of Master of Education in the Department of Educational Psychology and
Special Education at the University of Zululand, South Africa, 2009. / The performance of learners in national tests and examinations is broadly used as an
indicator of the effectiveness of the school (Naidu, Joubert, Mestry, Mosoge & Ngcobo,
2008:39). According to Bernard (1999:28) learners test results have become such an
accepted indicator of school performance that for manY,a school with high test scores is
per force a good school. Often, academic results constitute the only criterion by which the
success of a school is measured even to the extent that solely on this basis schools are
labelled as effective or ineffective, resulting in unpleasant outcomes for the school regarded
as 'failing' schools (Naidu etsl, 2008:39). This trend is manifested in Lesotho in the uproar
generated by publication of case (Grade 12) examination results (setot, 1999:2).
|
2 |
The role of psychosocial risk factors on the prevalence of low back pain amongst Grade 12 learners in public schools in the greater Durban areaSeethal, Verusha J. January 2010 (has links)
Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Chiropractic, Durban University of Technology, 2010. / Background: Low back pain (LBP) is the most prevalent musculoskeletal condition
experienced by human beings and the most common cause of disability in developed
nations. Psychosocial factors, involving aspects of social and psychological behaviour,
have previously been documented as potential risk factors in the development of adult
LBP. However, more research is required to fully understand the role of psychosocial
risk factors on the prevalence of LBP amongst adolescents.
Objective: To determine the prevalence of LBP and to identify selected psychosocial
risk factors associated with LBP amongst Grade 12 learners in the Greater Durban area.
Methods: A population-based study was conducted amongst a stratified random sample
of 20 public secondary schools in all three educational districts in the Greater Durban
area. Data was collected by means of a structured questionnaire administered to the
sample population consisting of Grade 12 learners. Using an exploratory research
design, the individuals reported on demographics as well as prevalence, severity,
frequency and chronicity of LBP. In addition, data was obtained regarding various
psychosocial risk factors including depression, exam stress and anxiety, socio-economic
status, family history of LBP, smoking, alcohol and drug abuse amongst the
respondents.
Results: The prevalence of LBP was 57.42% with a median frequency of 8 times a
month. About a third (33.9%) of the respondents experienced difficulty bending whilst
35% reported that their LBP spread down to the legs below their knees. The daily
activity most affected by LBP was having a good night‟s sleep (50.6%), followed closely
by playing sports (47.4%) and concentrating in class (46.6%). The majority of the
respondents that suffered from LBP had taken pain relief medication (47.1%) whilst only
21% of the respondents had missed school because of LBP.
With regards to the psychosocial risk factors under investigation, three of the risk factors
did not show any association to LBP. They included socio-economic status, smoking
and recreational drug use. In contrast, five psychosocial risk factors showed an
6
association to LBP. They included alcohol abuse, family history, exam stress, anxiety
and depression. Finally, after adjusting for all other risk factors for adolescent LBP,
depression and high exam stress showed the strongest correlation with the occurrence
of LBP amongst Grade 12 learners in the Greater Durban area.
Conclusion: LBP amongst adolescents is a common problem that increases with age,
representing a risk for LBP in adulthood. The researcher is of the opinion, that this
illustrates the need for further investigations with more profound studies on the risk
factors so that more light can be shed on how to manage this ever-growing problem.
|
3 |
Factors contributing to poor Matriculation performance at schools in uMkhanyakude DistrictNxumalo, Duduzile Bonakele January 2017 (has links)
A dissertation submitted to the Faculty of Education in fulfillment of the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education
at the University of Zululand, 2017 / High rate of poor performance in matric level is a serious problem not only in uMkhanyakude district but in the whole world. One would say effective teaching and efficient management of schools is the answer to the problem and schools need more information about these two factors which form the summary of the findings. This study succeeded in getting the views from both learners and educators which means it is also important to understand what learners perceive as the factors of poor academic performance in the schools where they are as well. In this study Grade 12 learners perceptions were analysed. Learners in matric and educators teaching them from eight high schools participated in this study. The major factors contributing to poor matriculation performance according to learners are lack of resources, lack of support by parents in their learning, poverty, not being sure about group studying, not having a good command of a teaching and learning language and not prac-tising it. They seemed afraid to talk about their teachers .The educators perceptions tallied with those of educators, that is , lack of resources , focusing on Grade 12 instead of becoming serious from the lowest grades indicating poor management of schools, learners’ lack of mo-tivation and willingness to learn, lack of parental involvement, poor study skills in association with school readiness , lack of support by the district and circuit officials , CAPS concepts as not clear to simplify their teaching , qualifications seeming to be not at the level where the teacher would be in apposition to understand clearly the subject content he or she teaches. A culture of high expectancy on the part of educators, parents and managers at all levels may be the key to influencing the rates of success.
|
4 |
An exploration of reader response to and social identification with Grade 12 prescribed poetryKamaldien, Naeelah January 2019 (has links)
Magister Artium - MA / The thesis offers insight into English literature studies as taught at high school level to Grade
12 learners, employing Louise Rosenblatt’s reader response theory to explore and understand
their encounter and engagement with prescribed poetry by enquiring as to whether social
conditions in their lives allow an identification with these poems. The thesis argues for the
validity and implementation of reader response theory in the South African curriculum
because when learners engage with their memories, experiences and opinions; identification
with the poem is possible. If learners identify with the poems that are being taught, there
may be a sense of harmony as they realise that their problems or experiences are not in
isolation. The sample population comprises of learners attending two high schools located in
Mitchells Plain, Cape Town: a community that presents a myriad of societal challenges.
Proper ethical considerations were followed in order to gain access to the research sites and
anonymity was promised to all research participants. The research entails the usage of openended
questionnaires to elicit data which has been processed qualitatively by means of
content analysis whereby various central social environment themes were identified. A
background of Mitchells Plain’s social ills is provided in order to understand the challenges
facing the research participants. The thesis offers an extensive discussion on the history and
current state of education in South Africa, as well as a delineation of the study of the
discipline of poetry by highlighting its proposed benefits from humanities and scientific
perspectives. Additionally, the thesis provides a background on different reader response
theories and published reader response studies with a focus on the social environment of the
individual for further elucidation of the theoretical framework. Results of the study reveal
that the selected poems by William Blake, W.H. Auden, Gerard Manley Hopkins and Chinua
Achebe yield fascinating responses as most research participants can socially identify with
the contextual themes and characters. The thesis sheds light on a few shortcomings or
limitations which may have impacted the data collection process and provides
recommendations on how to improve any future related studies and possibilities of best
teaching practice of English literature in South African high schools.
|
5 |
Identifying the social and environmental factors that shape the achievement levels of grade 12 learners from two rural schools in the Oshikoto region of NamibiaAmutenya, Sakaria January 2013 (has links)
Magister Educationis - MEd / The primary purpose of this study was to understand how certain factors could contribute to the low achievement levels of Grade 12 learners from two selected rural schools. For the purpose of this research these two schools were referred to as schools A and B. The academic performance of Grade 12 learners from schools A and B has been very low since 2008-2010. On average, these two senior secondary schools produced less than 5% of their learners who qualified for entrance to the University of Namibia (Ministry of Education, 2003-2010).
|
6 |
Analysis of the ways of working of learners in the final grade 12 mathematical literacy examination papers: focussing on questions related to measurementSimons, Marius January 2012 (has links)
Magister Educationis - MEd / Mathematical Literacy has a dual meaning in South Africa. On the one hand it alludes to an understanding of the role of Mathematics in the real world. On the other hand it refers to a subject that is taken by students who generally do not do well in Mathematics and who do not wish to do a pure Mathematics course, This research focuses on the identification and investigation of errors, misconceptions and alternative ways of working in the responses of students in the final grade 12 Mathematical Literacy examination. The aim was to identify the errors, misconceptions and alternative ways of working and to discuss possible reasons for these errors and misconceptions. This aim was governed by the principle that feedback to students and teachers form a vital component in the teaching and learning process. This analysis only focused questions pertaining measurement in Mathematical Literacy. An analytical framework was constructed based on common errors and misconceptions identified by various researchers’ in the field of Mathematics. This analytical framework was used to classify
and analyse the errors, misconceptions and alternative ways of working in Mathematical
Literacy. The analysis was done using document analysis on a randomly selected sample of Mathematical Literacy scripts taken from across all education districts in the Western Cape. Great care was taken to prevent bias and cross checking was done by peers to ensure that the categories of errors were agreed on. The results of the analysis revealed that the errors identified for Mathematics are common to those of Mathematical Literacy. The findings in this project suggest that the analysis and
feedback of errors and misconceptions may help to improve teaching and learning in
Mathematical Literacy.
|
7 |
The effect of jigsaw method on grade 12 learners, performance in reaction rates in Maleboho Central CircuitLehong, Moyahabo Jeridah January 2019 (has links)
Thesis (M. Ed. (Science Education)) -- University of Limpopo, 2019 / The purpose of the study was to investigate the effect of Jigsaw Method on Grade 12 learner’s performance in reaction rates in Maleboho Central circuit as one of the improvement strategies. A quasi-experimental design with the Experimental Group (EG) and the Control Group (CG) was utilised to determine the effect of the Jigsaw Method on learners’ performance as compared to the chalk-and-talk approach. The population of the study was made up of 315 Physical Science learners from ten schools that offer Physical Science in Maleboho Central Circuit. Two poorest performing schools from the same circuit were selected purposively from the population. One class at School A and another at School B were selected randomly as EG and CG, respectively. The sample consisted of 21 learners from school A (EG) and 23 learners from school B (CG). An achievement test with 21 open-ended questions was used as a pre-test as well as a post-test. Data from the tests were analysed using descriptive statistics. In the experimental group, the findings indicated that there was a significant difference between pre-test scores and posttest scores with p=.022. According to the results from Cohen’s d (-0.94), the gain was large in EG as evidenced by the effect size (-0.95). The results of the t-test (t= 9.54, p=0.00) indicated that there was a statistical significance between the posttests of EG and CG. Data analysed through ANCOVA (p=0.00) revealed that the Jigsaw Method was more effective than the traditional chalk-and-talk approach. Employing the Jigsaw Method in the Science classroom can help teachers to promote learners’ participation and hence to improve their academic performance.
|
8 |
Factors contributing towards poor performance of grade 12 learners at Manoshi and Mokwatedi High Schools.Rammala, Mokgaetsi Salome January 2009 (has links)
Thesis (M.Dev) --University of Limpopo, 2009. / The purpose of this study was to investigate factors contributing towards the poor
performance of Grade 12 learners at two selected high schools, which fall within low
quintiles in Limpopo Province. Specifically, the study focused on low Grade 12 outputs in
relation to access to university. Due to the exploratory nature of the study and the holistic
approach that was undertaken both the home and school environments were targeted as points
of investigation.
Multiple methods of data collection were used. First, data were collected through individual
interviews with learners, educators, principals, and parents. Second, an observation method
was used to collect data, such as, time management by learners, their behavioral patterns
inside and outside the classroom and in the schoolyard. Finally, document analysis was used
to analyse the attendance and performance of learners on attendance registers, quarterly and
half yearly schedules, and mark sheets.
Key findings of this research suggest that the home environment of learners is not
educationally supportive due to poverty, which includes factors such as parents’ low-level of
education, high unemployment rate, child-headed families, unpredictable home environment,
emotional problems and issues relating to gender roles.
In the school environment, the study showed the following causative factors: lack of
facilities, unavailable learner support materials, lack of discipline, English as a medium of
instruction, heavy workload due to rationalisation and redeployment of educators, and
confusion with regard to the application of the new curriculum (National Curriculum
Statement). As a result, the study concluded that both home and school environment factors
collaborate in producing poor Grade 12 results in the schools. Recommendations are made
for attention to be given to these factors by all educational stakeholders. Directions are
suggested for future research on poor performance and university access. / Not listed
|
9 |
Collaborative teaching and the learning of mathematics at matric level / N.S. RanamaneRanamane, Nkeke Samuel January 2006 (has links)
Worldwide the teaching and learning of mathematics pose a great challenge
to mathematics teachers as learners' performance in the subject leaves much
to be desired. This is particularly the case in South Africa where there was a
great disparity in the development of teachers in the past. Extensive research
has shown that many teachers in South Africa are under-qualified, especially
in the teaching of mathematics at secondary schools.
Those who are regarded as well qualified for teaching mathematics at
secondary schools still experience problems in teaching certain sections of
the syllabus, for example geometry, which is not offered at tertiary institutions.
It is for this reason that the researcher, together with colleagues at an
experimental school, joined forces to share the teaching of mathematics in
what they referred to as "collaborative teaching". This work therefore involves
a case study, which resulted after three teachers successfully achieved good
matric results on employing this approach between 1993 and 1996.
The study is based on an experimental design where both quantitative and
qualitative methods were used. The aim of the study was to measure the
extent to which collaboration between teachers affects the learning of
mathematics in Grades 12. Two schools, the experimental school and a
control school were involved. Learners from the experimental school were
taught according to a collaborative approach whereas learners at the control
school were taught conventionally (one teacher teaching all sections alone).
This happened over a period of six months in 2001. Learners who were taught
collaboratively outperformed those who were taught conventionally especially
in the most problematic areas of the syllabus, namely geometry and
trigonometry.
The teachers who were involved in this approach, that is, collaborators, loved
it to the extent that one of them applied it in another school where it improved
their Grade 12 results tremendously. Learners who were taught according to
this approach greatly appreciated it and wished they had been taught the
same way in other subjects.
This approach did not, however, significantly influence learners in their
problem solving and information processing skills. In addition, one of the most
serious limitations of this approach is to find a substitute for a teacher who
leaves the team. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
|
10 |
Collaborative teaching and the learning of mathematics at matric level / N.S. RanamaneRanamane, Nkeke Samuel January 2006 (has links)
Worldwide the teaching and learning of mathematics pose a great challenge
to mathematics teachers as learners' performance in the subject leaves much
to be desired. This is particularly the case in South Africa where there was a
great disparity in the development of teachers in the past. Extensive research
has shown that many teachers in South Africa are under-qualified, especially
in the teaching of mathematics at secondary schools.
Those who are regarded as well qualified for teaching mathematics at
secondary schools still experience problems in teaching certain sections of
the syllabus, for example geometry, which is not offered at tertiary institutions.
It is for this reason that the researcher, together with colleagues at an
experimental school, joined forces to share the teaching of mathematics in
what they referred to as "collaborative teaching". This work therefore involves
a case study, which resulted after three teachers successfully achieved good
matric results on employing this approach between 1993 and 1996.
The study is based on an experimental design where both quantitative and
qualitative methods were used. The aim of the study was to measure the
extent to which collaboration between teachers affects the learning of
mathematics in Grades 12. Two schools, the experimental school and a
control school were involved. Learners from the experimental school were
taught according to a collaborative approach whereas learners at the control
school were taught conventionally (one teacher teaching all sections alone).
This happened over a period of six months in 2001. Learners who were taught
collaboratively outperformed those who were taught conventionally especially
in the most problematic areas of the syllabus, namely geometry and
trigonometry.
The teachers who were involved in this approach, that is, collaborators, loved
it to the extent that one of them applied it in another school where it improved
their Grade 12 results tremendously. Learners who were taught according to
this approach greatly appreciated it and wished they had been taught the
same way in other subjects.
This approach did not, however, significantly influence learners in their
problem solving and information processing skills. In addition, one of the most
serious limitations of this approach is to find a substitute for a teacher who
leaves the team. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
|
Page generated in 0.0391 seconds