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.

The researcher investigated the legal obligations of the governing bodies with regard to the financial management of public schools in Maleboho Central Circuit in the Province of Limpopo. I followed the qualitative research approach and used a multiple case study design that enabled me to test and confirm the findings across the cases by comparing or contrasting the cases. The study revealed that parent governors’ understanding of the role and responsibilities pertaining to financial management is not sufficient, and that the financial training that is presented in English hampers its effectiveness. The findings of the study confirm that the governing bodies do not manage the schools’ finances effectively and in compliance with their legal obligations. / Educational Leadership and Management / M. Ed. (Education Management)