Despite the fact that some studies have shown a connection between learning efficiency and instructional time, there is lack of research that has been carried out within the Technical Vocational Education and Training sector with a particular focus on National Certificate Vocational programmes. To fill this gap, the current study utilised WhatsApp, an instance of a Mobile Social Network, in extending instructional time beyond the normal lecturing timetables with the objective of improving learning efficiency for NCV learners studying Computer Programming as a subject. To achieve the objective, a pragmatic approach was adopted in carrying out a participatory action research project. Qualitative data and quantitative data were collected concurrently in three phases using semi-structured interviews, questionnaire and documents. Thematic analyses and statistical analyses were applied to the data collected from five colleges in the Western Cape Province of South Africa. The findings of the study highlighted multiple issues: Firstly, awareness of instructional time phenomena was very minimal from the lecturers and the learners. Secondly, there were no formal interventions in place to recover or extend instructional time beyond the traditional college boundaries. In overall, the implementation of WhatsApp was well-supported at the five locations. However, statistical results from the five locations after implementation of the intervention were mixed. Results indicated an overall pass rate of 69.2% (n=54) of the total number of learners (N=78) who sat for the final examination. While pass rates at each of the other four locations was above 50%, the pass rate of the fifth location was considerably low (37%). The study generated three contributions to knowledge: practical, theoretical and methodological. Firstly, through the study, practical interventions were generated to assist learners outside the classes. Secondly, the thesis generated propositions from data and an integrated Mobile Social Network framework was developed which is expected to be a useful course of action for lecturers who want to improve learning efficiency through extending instructional time. A key methodological contribution has been the application of mixed methods choices in the collection, analyses of data and interpretation of results.

To date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, & Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on task in learning activities and student achievement (Fredricks, McColskey, Meli, Mordica, Montrosse, & Mooney, (2011). There is current legislation to increase the time demands of assessment and the resulting decrease of allocated instructional time may result in lower levels of student achievement (Butler, 1926; 1936; Brophy, Rohrkemper, Rashid, & Goldwater, 1982; Carroll, 1963; Doppelt, Mehalik, Schunn, Silk, & Krysinski, 2008; Spanjers, Burns, & Wagner, 2008; Wyss, Dolenc, Kong, & Tai, 2013). The purpose of this study was to compare allocated assessment time to allocated instructional time in small, medium, and large school districts in Florida. A sample of 12 school districts was selected representing small, medium, and large school districts based on student enrollment from Florida Education Finance Plan (FEFP) data. Data related to State and school district mandated assessments were collected for each school district using school district testing calendars and State assessment calendars. These data were examined and the number of minutes spent on each assessment was calculated. The calculation was used to determine the amount of time spent on State and school district mandated assessment. Allocated instructional time was calculated using the difference in allocated time and allocated assessment time. In addition, data were analyzed to determine what, if any, relationship existed between allocated assessment time and school district size as well as student achievement. Time lost to assessment preparation was also included in the determination of allocated assessment time.

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This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)

This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)