Published Article / This paper reports on secondary school learners' perceptions of the impact of human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) on education. A questionnaire on the impact of HIV and AIDS on education was constructed and it was content validated against the theoretical assumptions supported by the literature on HIV and AIDS. Empirical investigation and findings reveal that learners perceive that HIV and AIDS have impact on educators, on learners themselves, on school environment, and on school enrolments and performance.

Magister Educationis - MEd / The purpose of this paper was to examine the use of the multiple representation approach as a teaching strategy to improve learners understanding of vectors in Grade 10 Physical Sciences. The study also wanted to consider the MR approach through the lens of the learners. A sample consisting of 45 Grade 10 learners from a total of 160 Grade 10 Physical Sciences learners participated in the study. Both quantitative and qualitative data were collected and analysed. Learners were first given a pre-test to establish their initial understanding of vectors. This pre-test was followed by an intervention in the form of a lesson. The lesson was conducted in order to expose learners to learning through Multiple Representations. A post-test was then administered to determine the impact of the intervention. To gather and quantify the learners’ perceptions on the use of Multiple Representations in teaching and learning of vectors in Grade 10 Physical Sciences learners were given questionnaires to complete. The last step was interviewing of learners to triangulate the results from the three instruments. The study found that learners were struggling with understanding of vectors in their traditional chalk-and-talk lessons and their perceptions towards vectors were negative. The study also found that Multiple Representations can improve understanding and develop positive perception of learners towards the teaching and learning of vectors. This improvement occurs only if Multiple Representations is used correctly. The study further found out that when Multiple Representations is used improperly it limits deeper understanding by learners. A number of recommendations were made out of the findings of the study. Some of them were that multiple representations should be used when teaching vectors and that subject advisers and teachers should be developed on the proper use of multiple representations. The Physical Sciences textbooks must be designed to accommodate Multiple Representations.

Face-to-face interaction with target language (TL) group members can provide the intensive second language (L2) exposure required to enhance motivation; it improves attitudes towards L2 development, and promotes achievement (Freed, 1995; Warden, Lapkin, Swain, & Hart, 1995). However, face-to-face interaction with TL group members is not always possible. This is especially true for former core French (CF) students who have enrolled in beginner French as a Second Language (FSL) courses at universities in predominantly Anglophone regions of Canada. To address this issue, I designed a mixed-method case study to examine opportunities for providing intensive FSL exposure and enhancing motivation for beginner FSL university learners. The participants were 55 beginning learners of FSL studying at an Anglophone university in Atlantic Canada. To examine intensive FSL exposure, I compared the overall writing achievement over time of 2 groups interacting in a telecollaborative context: (a) a group interacting with younger Francophone Acadians in another province; and (b) a group interacting with classroom peers of similar L2 proficiency. To gain indepth insight into the effects of the telecollaboration, I explored 4 learners’ L2 motivational self-system: (a) perceptions of their prior and current language-learning experiences; and (b) how language-learner identity was shaped by the experiences. The study is based on 5 data sources: writing samples, background questionnaires, stimulated-recall interviews, language-learning autobiographies, and ongoing observations. It is grounded in 5 bodies of knowledge: the Input-Interaction-Output hypothesis within a socio-cultural perspective (Block, 2003), current L2 writing theory, collaborative learning theory, telecollaborative research, and Dörnyei’s (2005) L2 Motivational Self-System Theory. Quantitative comparison of overall writing achievement in the 2 telecollaborative writing contexts (using Mann-Whitney U tests) revealed that the comparison group performed better than the treatment group. Qualitative findings, however, demonstrated that the treatment group had more positive perceptions of their language-learning experiences with respect to L2 writing achievement at university, as well as more positive language-learner identities than did the comparison group. Further exploration of language-learner identities from an L2 motivational self-system perspective identified 3 identity shaping characteristics: evolution, demotivation and amotivation, and self-regulation.

Face-to-face interaction with target language (TL) group members can provide the intensive second language (L2) exposure required to enhance motivation; it improves attitudes towards L2 development, and promotes achievement (Freed, 1995; Warden, Lapkin, Swain, & Hart, 1995). However, face-to-face interaction with TL group members is not always possible. This is especially true for former core French (CF) students who have enrolled in beginner French as a Second Language (FSL) courses at universities in predominantly Anglophone regions of Canada. To address this issue, I designed a mixed-method case study to examine opportunities for providing intensive FSL exposure and enhancing motivation for beginner FSL university learners. The participants were 55 beginning learners of FSL studying at an Anglophone university in Atlantic Canada. To examine intensive FSL exposure, I compared the overall writing achievement over time of 2 groups interacting in a telecollaborative context: (a) a group interacting with younger Francophone Acadians in another province; and (b) a group interacting with classroom peers of similar L2 proficiency. To gain indepth insight into the effects of the telecollaboration, I explored 4 learners’ L2 motivational self-system: (a) perceptions of their prior and current language-learning experiences; and (b) how language-learner identity was shaped by the experiences. The study is based on 5 data sources: writing samples, background questionnaires, stimulated-recall interviews, language-learning autobiographies, and ongoing observations. It is grounded in 5 bodies of knowledge: the Input-Interaction-Output hypothesis within a socio-cultural perspective (Block, 2003), current L2 writing theory, collaborative learning theory, telecollaborative research, and Dörnyei’s (2005) L2 Motivational Self-System Theory. Quantitative comparison of overall writing achievement in the 2 telecollaborative writing contexts (using Mann-Whitney U tests) revealed that the comparison group performed better than the treatment group. Qualitative findings, however, demonstrated that the treatment group had more positive perceptions of their language-learning experiences with respect to L2 writing achievement at university, as well as more positive language-learner identities than did the comparison group. Further exploration of language-learner identities from an L2 motivational self-system perspective identified 3 identity shaping characteristics: evolution, demotivation and amotivation, and self-regulation.

The purpose of this study is to reveal the perceptions of teachers, learners, teacher trainers and administrators on teachers

Problem behaviours amongst adolescent learners continue to affect the goals of effective education. The current study sought to investigate adolescents’ perspectives of discipline problems at a secondary school in Gauteng. A mixed method research design was followed during which questionnaires, focus groups and interviews directed the empirical investigation. The findings revealed two areas for addressing and improving the discipline problems of the secondary school, namely improving extrinsic factors and improving the current discipline system. Based on the findings, it was suggested that the school encourage greater parent involvement and improve parent-teacher communication. Creating a positive school identity and developing teachers further was proposed. An improved discipline system based on a positive learning approach was recommended. This included clarifying the discipline system to all role players, standardising discipline procedures throughout the school and improving follow up procedures regarding learner discipline. / Psychology of Education / M. Ed. (Guidance and Counselling)

Problem behaviours amongst adolescent learners continue to affect the goals of effective education. The current study sought to investigate adolescents’ perspectives of discipline problems at a secondary school in Gauteng. A mixed method research design was followed during which questionnaires, focus groups and interviews directed the empirical investigation. The findings revealed two areas for addressing and improving the discipline problems of the secondary school, namely improving extrinsic factors and improving the current discipline system. Based on the findings, it was suggested that the school encourage greater parent involvement and improve parent-teacher communication. Creating a positive school identity and developing teachers further was proposed. An improved discipline system based on a positive learning approach was recommended. This included clarifying the discipline system to all role players, standardising discipline procedures throughout the school and improving follow up procedures regarding learner discipline. / Psychology of Education / M. Ed. (Guidance and Counselling)

This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History)

This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History)

It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)