A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Doctoral Degree in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2007. / This study examined the perceptions and reflections of educators on their educational practice in the foundation phase classes. The aim of the study was to investigate the challenges facing the implementation of OBE in foundation phase classrooms. The research targeted foundation phase educators because they were the first to be exposed to the knowledge and practice of OBE and Curriculum 2005 in 1998. Initial assumptions held by the researcher was that by now the foundation phase educators should have accumulated a lot of experience in OBE and Curriculum 2005 (C 2005) practical implementation. The first research instrument was a questionnaire that was administered by the researcher to foundation phase educators for the purpose of soliciting their perceptions of the training workshops conducted from 1998 to 2000 to facilitate their understanding of C2005. The second research instruments were self-evaluation sheets that were disseminated to Foundation Phase (FP) educators so that they could rate themselves in terms of the competences they thought they developed during the training workshops and classroom-based support workshops. Thirdly, Interview schedules were used to solicit information about the support programmes available to educators in the foundation phase to facilitate the successful implementation of OBE and C 2005 in the classrooms. Lastly, the use of observation schedules provided the necessary confirmation of whether the educators' self rating was confirmed by their classroom practice. The results showed that there are challenges facing the implementation of Outcomes-based education in classrooms such as. The challenges faced by the educators were as follows: • Data collected from classroom observations showed that the FP educators had difficulty in applying skills and competencies required to implement a successful OBE delivery. Among difficulties was a lack of creativity to plan worthwhile learning activities to engage the learners in a variety of identified skills, and intellectual processes without resorting to rote learning. • The subjects lacked skills to integrate knowledge across curricula and this was exacerbated by a general poor content knowledge of educators in general, even at this level. • The OBE demand to have educators who can handle diverse needs of learners was lacking. The dominant teaching method was the "telling method" accompanied by recitation of unexplained poems. The role of the poems was not explained but seemed to be used to fill gaps when educators had nothing worthwhile to teach. • Another missing pillar of OBE in the subjects' classrooms was poor contextualization of content with learners' real life experiences. The educators had difficulty in selecting support materials to facilitate learning. On the role of School Management Teams to mentor and support FP educators the results of the study showed the following: • Time constraints made it impossible for SMT member to mentor and assist colleagues. But the most crucial point was that the SMTs stated that they had been inadequately trained to implement OBE let alone train other people. • SMTs are managing an RNCS curriculum that is in a trial and error mode as everybody grapples to understand what is authentic OBE implemented as RNCS in South Africa. The impact on the learners is a decline on literacy levels. Failure to implement OBE effectively in FP classrooms is rocking the foundation stones of future learning of the young Black learners. The findings suggest a need for intensive and more prolonged in-service education and training for foundation phase educators, otherwise the country is heading toward disaster of another lost generations of learners who will come out of school illiterate. The heads of departments and other members of school management teams require proper training in instructional leadership skills and knowledge. This could enable the members of the school management teams to provide mentorship, coaching, support and proper guidance to educators about the practical implementation of OBE curriculum.

In past research we have demonstrated how methodologies used in the training of performers can both encourage whole-brain learning and answer to the demands of South Africa’s current educational paradigm, outcomes-based education (OBE). OBE is a needs-driven, outcomes-driven and competency-orientated pedagogy, which aims at incorporating learners as active agents within the learning process as opposed to the previous content-driven, teacher-orientated approach to education (Coetzee 2004). Our research was prompted by the constant need for our Drama departments to validate their existence in the light of changing funding structures for the arts, governmental and institutional demands for measured outcomes and our institutions’ emphasis on whole-brain learning as the preferred pedagogical approach to education and training. We explored the ways in which the changes in the South African educational dispensation impact on the work of educators within a Drama department in the Higher Education and Training band (HET) in South Africa. These changes include a focus on competencies and critical outcomes across learning areas and across the qualification bands identified by the new National Qualifications Framework. In our search for ways in which to implement the critical outcomes2 demanded by the OBE framework, we turned to Herrmann’s argument (1995) that optimal, deep structure learning can only take place when whole-brain modes are operative.

The crucial issue in the new democratic South Africa was to change the type of education system that was based on social discrimination to one which is non- discriminatory, unbiased and accessible to all South Africans. However, to teach in a multicultural society and being faced with the challenge of teaching multicultural diverse classes, within an OBE paradigm, demands special knowledge, skills and attributes of teachers. Therefore, this study intended to investigate teachers’ OBE practices in multicultural classrooms in order to determine the strengths and weaknesses that could be useful for the improvement of teaching and learning within multicultural contexts. The study was approached from a socio-reconstructivist point of view and focused specifically on schools in the Harrismith region. The purpose of this study was thus to explore and come to a better understanding of how teachers’ OBE practices accommodate multicultural diverse learners in the Harrismith region. In order to direct the study towards the intended purpose, a literature study was undertaken to define multicultural diversity and to conceptualize OBE practices in order to operationalize the concept within the context of the study. The empirical research was done by following a qualitative research design in the form of a case study. Semi-structured, individual interviews and observations were used as data collection instruments. Interviews were conducted with teachers teaching Grade 8 and 9 learners as well as learners from the same grades, of five purposefully selected schools in the Harrismith region. By using maximal variation sampling, ten teachers and ten learners from the selected schools eventually participated in the research. Observations were recorded by means of anecdotal notes which were used to verify and supplement data obtained through the interviews. According to the findings of the empirical research, it appears that the research participants’ understanding of multiculturalism lack substance. The findings also revealed that multiculturalism is mainly accommodated by implementing the following OBE practices: working together with others, showing respect, cultural sensitivity, acknowledgement of individual learner differences, and by creating positive classroom climates. It was also evident that teachers act as change agents by discrediting discrimination and prejudice. Teaching in multicultural classrooms also poses some challenges. These included language problems, acceptance of different cultural practices, racial differences and “inherent” segregation. Though the findings revealed that teachers’ OBE practices still need to be refined in order to successfully accommodate multicultural diversity, positive attitudes were reflected in terms of improving their competence with regard to teaching in a multicultural diverse environment. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2012

The crucial issue in the new democratic South Africa was to change the type of education system that was based on social discrimination to one which is non- discriminatory, unbiased and accessible to all South Africans. However, to teach in a multicultural society and being faced with the challenge of teaching multicultural diverse classes, within an OBE paradigm, demands special knowledge, skills and attributes of teachers. Therefore, this study intended to investigate teachers’ OBE practices in multicultural classrooms in order to determine the strengths and weaknesses that could be useful for the improvement of teaching and learning within multicultural contexts. The study was approached from a socio-reconstructivist point of view and focused specifically on schools in the Harrismith region. The purpose of this study was thus to explore and come to a better understanding of how teachers’ OBE practices accommodate multicultural diverse learners in the Harrismith region. In order to direct the study towards the intended purpose, a literature study was undertaken to define multicultural diversity and to conceptualize OBE practices in order to operationalize the concept within the context of the study. The empirical research was done by following a qualitative research design in the form of a case study. Semi-structured, individual interviews and observations were used as data collection instruments. Interviews were conducted with teachers teaching Grade 8 and 9 learners as well as learners from the same grades, of five purposefully selected schools in the Harrismith region. By using maximal variation sampling, ten teachers and ten learners from the selected schools eventually participated in the research. Observations were recorded by means of anecdotal notes which were used to verify and supplement data obtained through the interviews. According to the findings of the empirical research, it appears that the research participants’ understanding of multiculturalism lack substance. The findings also revealed that multiculturalism is mainly accommodated by implementing the following OBE practices: working together with others, showing respect, cultural sensitivity, acknowledgement of individual learner differences, and by creating positive classroom climates. It was also evident that teachers act as change agents by discrediting discrimination and prejudice. Teaching in multicultural classrooms also poses some challenges. These included language problems, acceptance of different cultural practices, racial differences and “inherent” segregation. Though the findings revealed that teachers’ OBE practices still need to be refined in order to successfully accommodate multicultural diversity, positive attitudes were reflected in terms of improving their competence with regard to teaching in a multicultural diverse environment. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2012

The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of mathematics and becoming flexible mathematical thinkers, with problem solving and mathematics investigations as central focus. This study reports on an action research collaboration between two teachers and myself, a university mathematics educator. It was conducted over a period of three years. The main purpose of our collaboration, and this thesis, was to explore mathematics teacher learning in the context of the OBE-based reforms. The data were gathered through questioning, journal keeping by the two teachers and my participant observations. Using the two teachers’ reflective writings and field notes I analysed the data in two stages - narrative analysis and analysis of narratives. What emerged from the study were several issues clustered around three characteristics of teacher learning - teacher learning as situated, teacher learning as social and teacher learning as distributed. These three overlapping characteristics of teacher learning were used as heuristic devices or convenient organisers for the description, analysis and discussion of the issues that emerged. This study revealed several overarching propositions that may have applicability beyond its boundaries. The first proposition is that teachers reflect on and revise their personal practical knowledge if exposed to learning experiences that encourage them to attach meaning to and make sense of the underlying concepts of new curriculum reforms. The second proposition is that interactions with literature improve the quality of teacher learning. / The third proposition is that teachers are motivated to experiment with new ideas if they observe these ideas being modelled in practice. The fourth proposition is that teachers develop positive perceptions about learning if the expectations of multiple stakeholders (both in their classrooms and beyond the classrooms) are not contradictory. The fifth proposition is that teachers’ listening to learners’ thinking opens opportunities for explorations. The sixth proposition is that I teachers respond to learners’ learning by being more curious about classroom discussions. The seventh proposition is that teachers who play an active role in collaborative working relationships are more likely to revise their pedagogy. The eighth proposition is that true collaborative relationships take time. The last proposition is teachers who are supported are more likely to distribute their knowledge and learning. Some implications of this study are also highlighted in the last chapter.

<p>Sammanfattning</p><p>Syftet med detta examensarbete är att bidra med kunskap om vilka möjligheter, samt svårigheter det finns med att implementera en ny läroplan. För att vidare konkretisera syftet har tre frågeställningar tagits fram:</p><p>1. Vad har verksamma inom skolväsendet i Sydafrika för uppfattningar om den nya läroplanen?</p><p>2. Vilka möjligheter samt hinder ser de verksamma inom skolväsendet i Sydafrika med den nya läroplanen?</p><p>3. Vad har implementeringsarbetet inneburit för de verksamma inom skolväsendet i Sydafrika?</p><p>För att besvara mina frågeställningar så har jag genomfört tre kvalitativa intervjuer. Två av intervjuerna genomförde jag med lärare på en sydafrikansk lågstadieskola, och den tredje med en skolinspektör från det regionala skolkontoret. Förutom intervjuerna har jag även genomfört en strukturerad observation hos de två lärarna jag intervjuade.</p><p>Resultatet av min undersökning visar ett samband mellan den utbildning som givits de verksamma inom skolväsendet i Sydafrika om den nya läroplanen, samt deras inställning till den. Undersökningen visar även att det råder stora skillnader i kvalité mellan olika skolor, och att de fortfarande är de traditionellt svarta skolområdena som tillhandahåller sämre kvalité, på grund av bristande resurser.</p> / <p>Abstract</p><p>The purpose of this essay is to contribute with knowledge about which possibilities and difficulties there is about implementing a new curriculum. To further concrete the purpose, three issues has been developed:</p><p>1. What perceptions do the active in the South African schooling have about the new curriculum?</p><p>2. Which possibilities and difficulties does the active in the South African schooling see with the new curriculum?</p><p>3. What has the implementation work meant to the active in the South African schooling?</p><p>In order to reply to my issues I did three qualitative interviews. Two of the interviews I conducted with teachers of a South African primary school, and the third with a school inspector from the regional school office. Beside the interviews I also did a structured observation of the two teachers I interviewed.</p><p>The result of my study showed a link between the education given to the active in the South African schooling about the new curriculum, and their attitude against it. The study also showed that it occurs big differences in words of quality between different schools, and that it’s still the traditional black school areas that provide lower quality, because of lack of resources.</p>

Sammanfattning Syftet med detta examensarbete är att bidra med kunskap om vilka möjligheter, samt svårigheter det finns med att implementera en ny läroplan. För att vidare konkretisera syftet har tre frågeställningar tagits fram: 1. Vad har verksamma inom skolväsendet i Sydafrika för uppfattningar om den nya läroplanen? 2. Vilka möjligheter samt hinder ser de verksamma inom skolväsendet i Sydafrika med den nya läroplanen? 3. Vad har implementeringsarbetet inneburit för de verksamma inom skolväsendet i Sydafrika? För att besvara mina frågeställningar så har jag genomfört tre kvalitativa intervjuer. Två av intervjuerna genomförde jag med lärare på en sydafrikansk lågstadieskola, och den tredje med en skolinspektör från det regionala skolkontoret. Förutom intervjuerna har jag även genomfört en strukturerad observation hos de två lärarna jag intervjuade. Resultatet av min undersökning visar ett samband mellan den utbildning som givits de verksamma inom skolväsendet i Sydafrika om den nya läroplanen, samt deras inställning till den. Undersökningen visar även att det råder stora skillnader i kvalité mellan olika skolor, och att de fortfarande är de traditionellt svarta skolområdena som tillhandahåller sämre kvalité, på grund av bristande resurser. / Abstract The purpose of this essay is to contribute with knowledge about which possibilities and difficulties there is about implementing a new curriculum. To further concrete the purpose, three issues has been developed: 1. What perceptions do the active in the South African schooling have about the new curriculum? 2. Which possibilities and difficulties does the active in the South African schooling see with the new curriculum? 3. What has the implementation work meant to the active in the South African schooling? In order to reply to my issues I did three qualitative interviews. Two of the interviews I conducted with teachers of a South African primary school, and the third with a school inspector from the regional school office. Beside the interviews I also did a structured observation of the two teachers I interviewed. The result of my study showed a link between the education given to the active in the South African schooling about the new curriculum, and their attitude against it. The study also showed that it occurs big differences in words of quality between different schools, and that it’s still the traditional black school areas that provide lower quality, because of lack of resources.

The implementation of outcomes-based education (OBE) in South African schools brought radical changes to the teaching profession. The transition to an OBE curriculum exerted a great impact on teachers' assessment practices and required a major revision of teaching and learning activities. Outcomes-based assessment (OBA) does not only require of teachers to design appropriate assessment plans, assessment programmes and assessment strategies, but it also implies that learners should be provided with expanded and 89Propriate opportunities to achieve in accordance with their abilities. Thus, it is of the utmost importance that the training of teachers should not only focus on the demands that OBA make on the learner, but specifically on what OBA expects from the teacher. The main aim of assessment is to promote teaching and learning, which implies that teachers must assess in such a way that quality information about learner performance will be produced. The teacher must record and interpret this information carefully, in order to enable professional and accountable decisions about learner performance and to give constructive feedback to learners and their parents. Easier said than done! The implementation of OBE and specifically OBA elicited serious debates and fierce criticism from a variety of sources. Since the implementation of OBE, quite a number of newspaper reports reflected the negativity of teachers, educationists and other role players towards OBE and particularly OBA. OBE and OBA have become problematic and controversial issues in South Africa. In light of the above mentioned the purpose of this study was to determine the nature, scope and causes of the problems experienced with OBA in South African schools and come forward with practical, supportive recommendations that could alleviate and/or improve the situation. In order to determine the difficulties experienced with OBA empirical, quantitative and qualitative research methods were utilised. A structured questionnaire, with closed and open items, was sent to a representative sample of South African public schools. The resultant data was qualitatively and quantitatively analysed and the following main findings emerged from the research: 1. The training that teachers receive from the education department is inadequate for the successful implementation of OBA in South African schools. 2. Teachers' knowledge of OBE, and more specifically OBA, is too superficial to implement OBA successfully. 3. The assessment practices of teachers reflect that they have not yet made the transition from traditional and conventional types of assessment to authentic OBA. Assessment is primarily used for summative purposes and not for formative purposes, as is supposed to be the case. 4. The education department do not adequately support and empower teachers for the successful implementation of OBA. In light of the research findings, recommendations were made to promote the implementation of OBA in schools. / Die implementering van uitkomsgebaseerde onderwys (UGO) in Suid-Afrikaanse skole het radikale veranderinge vir die onderwysprofessie teweeggebring. Die oorgang na 'n UGOkurrikulum het 'n diepgaande impak op onderwysers se assesseringspraktyke gehad en het grootskaalse wysigings van onderrig-en leeraktiwiteite ingehou. Uitkomsgebaseerde assessering (UGA) verlang nie net van onderwysers om toepaslike assesseringsplanne, assesseringsprogramme en assesseringstrategiee te ontwerp nie, maar ook om aan leerders uitgebreide en toepaslike geleenthede te bied om volgens hulle vermoe te presteer. Dit is dus uiters belangrik dat daar in die opleiding van onderwysers nie net gelet sal word op wat UGA van die leerder vereis nie, maar spesifiek op wat UGA van die onderwyser verwag. Die hoofdoel van assessering is om onderrig en leer te bevorder en onderwysers moet dus op so 'n wyse assesseer dat dit kwaliteitinligting oor leerderprestasie lewer. Die onderwyser moet hierdie inligting noukeurig rekordeer en interpreteer, sodat professionele en verantwoordbare besluite oor leerderprestasie geneem kan word en op 'n konstruktiewe wyse aan leerders en hulle ouers oorgedra kan word. Makliker gese as gedaan! Die implementering van UGO, en in besonder UGA, het 'n hewige debat en felle kritiek uit verskillende oorde ontlok. Talle koerantberigte het sedert die implementering van UGO die negatiwiteit van onderwysers, opvoedkundiges en ander rolspelers teenoor UGO en in die besonder UGA weerspieel. UGO en UGA het 'n problematiese en kontroversiele aangeleentheid in Suid-Afrika geword. Teen die agtergrond van bogenoemde, was die doel van hierdie ondersoek om die aard, omvang en oorsake van die UGO-assesseringsknelpunte in Suid-Afrikaanse skole te bepaal en om met praktykgerigte, hulpverlenende aanbevelings na vore te kom om die situasie te verlig en/of te verbeter. Ten einde die problematiek van UGA empiries te bepaal is daar van beide kwantitatiewe en kwalitatiewe navorsingsmetodes gebruik gemaak. 'n Gestruktureerde vraelys (met geslote en oop items) is aan 'n verteenwoordigende steekproef van Suid-Afrikaanse staatskole gestuur. Die ingesamelde data is kwalitatief en kwantitatief geanaliseer en die volgende hoofbevindinge het uit die ondersoek voortgespruit: 1. Die opleiding wat onderwysers van die onderwysdepartement ontvang, is ontoereikend vir die suksesvolle implementering van UGA in Suid-Afrikaanse skole. 2. Onderwysers se kennis van UGO, en meer spesifiek UGA, is te oppervlakkig om UGA prakties suksesvol te implementeer. 3. Die assesseringspraktyke van onderwysers weerspieel dat hulle nog nie van die tradisionele en konvensionele tipes van assessering wegbeweeg het, na outentieke UGA toe nie. Assessering word ook oorwegend vir summatiewe doeleindes aangewend en nie vir formatiewe doeleindes, so os dit veronderstel is om te gebeur nie. 4. Onderwysers word ook nie toereikend deur die onderwysdepartement ondersteun en bemagtig om UGA suksesvol te implementeer nie. Aan die hand van die bevindinge is aanbevelings, te, bevordering van UGA-implementering in skole, gemaak. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The implementation of outcomes-based education (OBE) in South African schools brought radical changes to the teaching profession. The transition to an OBE curriculum exerted a great impact on teachers' assessment practices and required a major revision of teaching and learning activities. Outcomes-based assessment (OBA) does not only require of teachers to design appropriate assessment plans, assessment programmes and assessment strategies, but it also implies that learners should be provided with expanded and 89Propriate opportunities to achieve in accordance with their abilities. Thus, it is of the utmost importance that the training of teachers should not only focus on the demands that OBA make on the learner, but specifically on what OBA expects from the teacher. The main aim of assessment is to promote teaching and learning, which implies that teachers must assess in such a way that quality information about learner performance will be produced. The teacher must record and interpret this information carefully, in order to enable professional and accountable decisions about learner performance and to give constructive feedback to learners and their parents. Easier said than done! The implementation of OBE and specifically OBA elicited serious debates and fierce criticism from a variety of sources. Since the implementation of OBE, quite a number of newspaper reports reflected the negativity of teachers, educationists and other role players towards OBE and particularly OBA. OBE and OBA have become problematic and controversial issues in South Africa. In light of the above mentioned the purpose of this study was to determine the nature, scope and causes of the problems experienced with OBA in South African schools and come forward with practical, supportive recommendations that could alleviate and/or improve the situation. In order to determine the difficulties experienced with OBA empirical, quantitative and qualitative research methods were utilised. A structured questionnaire, with closed and open items, was sent to a representative sample of South African public schools. The resultant data was qualitatively and quantitatively analysed and the following main findings emerged from the research: 1. The training that teachers receive from the education department is inadequate for the successful implementation of OBA in South African schools. 2. Teachers' knowledge of OBE, and more specifically OBA, is too superficial to implement OBA successfully. 3. The assessment practices of teachers reflect that they have not yet made the transition from traditional and conventional types of assessment to authentic OBA. Assessment is primarily used for summative purposes and not for formative purposes, as is supposed to be the case. 4. The education department do not adequately support and empower teachers for the successful implementation of OBA. In light of the research findings, recommendations were made to promote the implementation of OBA in schools. / Die implementering van uitkomsgebaseerde onderwys (UGO) in Suid-Afrikaanse skole het radikale veranderinge vir die onderwysprofessie teweeggebring. Die oorgang na 'n UGOkurrikulum het 'n diepgaande impak op onderwysers se assesseringspraktyke gehad en het grootskaalse wysigings van onderrig-en leeraktiwiteite ingehou. Uitkomsgebaseerde assessering (UGA) verlang nie net van onderwysers om toepaslike assesseringsplanne, assesseringsprogramme en assesseringstrategiee te ontwerp nie, maar ook om aan leerders uitgebreide en toepaslike geleenthede te bied om volgens hulle vermoe te presteer. Dit is dus uiters belangrik dat daar in die opleiding van onderwysers nie net gelet sal word op wat UGA van die leerder vereis nie, maar spesifiek op wat UGA van die onderwyser verwag. Die hoofdoel van assessering is om onderrig en leer te bevorder en onderwysers moet dus op so 'n wyse assesseer dat dit kwaliteitinligting oor leerderprestasie lewer. Die onderwyser moet hierdie inligting noukeurig rekordeer en interpreteer, sodat professionele en verantwoordbare besluite oor leerderprestasie geneem kan word en op 'n konstruktiewe wyse aan leerders en hulle ouers oorgedra kan word. Makliker gese as gedaan! Die implementering van UGO, en in besonder UGA, het 'n hewige debat en felle kritiek uit verskillende oorde ontlok. Talle koerantberigte het sedert die implementering van UGO die negatiwiteit van onderwysers, opvoedkundiges en ander rolspelers teenoor UGO en in die besonder UGA weerspieel. UGO en UGA het 'n problematiese en kontroversiele aangeleentheid in Suid-Afrika geword. Teen die agtergrond van bogenoemde, was die doel van hierdie ondersoek om die aard, omvang en oorsake van die UGO-assesseringsknelpunte in Suid-Afrikaanse skole te bepaal en om met praktykgerigte, hulpverlenende aanbevelings na vore te kom om die situasie te verlig en/of te verbeter. Ten einde die problematiek van UGA empiries te bepaal is daar van beide kwantitatiewe en kwalitatiewe navorsingsmetodes gebruik gemaak. 'n Gestruktureerde vraelys (met geslote en oop items) is aan 'n verteenwoordigende steekproef van Suid-Afrikaanse staatskole gestuur. Die ingesamelde data is kwalitatief en kwantitatief geanaliseer en die volgende hoofbevindinge het uit die ondersoek voortgespruit: 1. Die opleiding wat onderwysers van die onderwysdepartement ontvang, is ontoereikend vir die suksesvolle implementering van UGA in Suid-Afrikaanse skole. 2. Onderwysers se kennis van UGO, en meer spesifiek UGA, is te oppervlakkig om UGA prakties suksesvol te implementeer. 3. Die assesseringspraktyke van onderwysers weerspieel dat hulle nog nie van die tradisionele en konvensionele tipes van assessering wegbeweeg het, na outentieke UGA toe nie. Assessering word ook oorwegend vir summatiewe doeleindes aangewend en nie vir formatiewe doeleindes, so os dit veronderstel is om te gebeur nie. 4. Onderwysers word ook nie toereikend deur die onderwysdepartement ondersteun en bemagtig om UGA suksesvol te implementeer nie. Aan die hand van die bevindinge is aanbevelings, te, bevordering van UGA-implementering in skole, gemaak. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.