published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.

This study investigated the factors affecting the teaching of English reading skills in a second language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional Education Directorate in Northern Namibia. It also investigated methods and approaches that were used to promote the teaching of reading in English as a second language and the linguistic environment of the classroom in which the teaching of reading occurs. Classroom environments were observed and telephonic interview was conducted with the circuit inspector of the three schools selected. Individual interviews were also done with the principals, Grade 3 teachers and Grade 3 learners of the three chosen schools. Focus group interview was also done with the same Grade 3 teachers. This study found out that insufficient reading books, poor teaching methods, insufficient teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that made the teaching of reading unsuccessful. From the interviews of the circuit inspector, principals and teachers it was revealed that inadequate teacher training workshops for teachers teaching English reading, lack of parental involvement, low budget allocation to Primary Education and lack of reading capacity in vernacular affected the teaching of reading negatively. The outcome of learners’ interviews indicated that phonemic awareness and lack of comprehension created reading problems. Given the factors referred above, it is recommended that more interesting readers should be purchased to solve the shortage of reading materials. In addition, more effective teachers’ workshops should be given to strengthen the teachers’ approaches to reading skills development for Grade 3 learners. / M. Ed. (with specialisation in Early Childhood Development) / Educational Studies

This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling. / Teacher Education / M. Ed. (Didactics)

The effects from prenatal alcohol exposure have been found to cause a range of congenital physical and cognitive abnormalities (Chasnoff, Wells, Telford, Schmidt, & Messer, 2010; Kable & Coles, 2004a). The neurological impairments associated with the effects from prenatal alcohol exposure often cause learning problems, most notably in mathematics (Kable & Coles, 2004a; Howell et al., 2006). Studies have indicated that when provided instructional interventions in mathematics, children affected by prenatal alcohol exposure made gains in learning. However, the studies did not provide specifics as to how children with FAS construct the understanding of a skill or concept (Kable, Coles, & Taddeo, 2007; Coles, Kable, & Taddeo, 2009). This study contributes to the literature by examining how children affected by prenatal alcohol exposure learn the concept of equivalence through their use of gestures in contrast to their learning outcomes. Previous studies have shown that children’s use of gestures while learning mathematics assist with the integration of verbal and visual stimuli, support concept formation, and facilitate flexible encoding of problems (Goldin-Meadow, Cook, & Mitchell, 2009; McNeil & Alibali, 2004). The results from this study indicated that children in the Alcohol Exposed group showed little to no learning after the intervention as compared to a control group matched by age and IQ. The study showed that children affected by prenatal alcohol exposure used fewer conceptual gestures while learning equivalence as compared to a control group. According to the gesture analysis, the children in the Alcohol Exposed group mentally represented the concept of equivalence as a series of isolated steps or procedures. The procedural representation was not transitioned into a flexible conceptual format and applied to solve different problem types accurately (McNeil & Alibali, 2004). Future studies need to investigate whether teaching children affected by prenatal alcohol exposure to gesture during mathematics instruction would be effective to increase concept formation, accurate encoding, and learning mathematics / Inclusive Education / D. Ed. (Inclusive Education)

This study investigates whether it is possible and necessary to acquire a second and third language simultaneously in our present multicultural, multilingual South Africa with its eleven official languages. The qualitative, descriptive empirical research was executed for the duration of the first school term within a multiracial grade four class at Richmond Primary School in KwaZulu Natal. Afrikaans and Zulu were taught in separate periods, simultaneously, for the exact number oflessons per week, with the exact same content, method and teacher. The success ofthe research, rested on maintaining absolute reality within the normal daily routine of the school day, in order to see if it is possible to acquire two languages simultaneously. The very positive outcomes of this research cannot be generalized, but rather indicate possible tendencies that it is indeed possible to acquire two languages simultaneously. / Psychology of Education / M. Ed. (with specialisation in Guidance and Counselling)

A mini-dissertation submitted in partial fulfilment of the requirements for the Magister Educationis (M Ed) at the Cape Peninsula University of Technology, 2012 / This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.

Submitted in compliance with the requirements for Doctor of Philosophy Degree in Quality, Durban University of Technology, Durban, South Africa, 2017. / Quality has emerged as a necessity in education as we are faced with increasing competition and a demand for better quality of life. There is an enormous gap in South Africa’s education system; 60% of South Africa’s children do not reach the final matriculation school year. Many Grade 12 learners, despite being taught Mathematics, remain effectively mathematically illiterates. The ability to provide quality education is more than ever essential and there is at present a consensus for fundamental reforms in our education sector, with emphasis on Quality. The result of quality education is not only about achieving academic excellence but the total development of the learner. If education does not cater for the future needs and challenges of the new millennium then it is ineffective for the new generation. Low scores in Mathematics are a major concern as learners are not able to meet the challenges in secondary schools to pursue careers in Mathematics. South Africa was placed last out of 41 countries worldwide in terms of Mathematics performance in the Third International Mathematics and Science Study (TIMSS). The World Economic Forum has placed South Africa last amongst 62 countries on the quality of Mathematics and Science Education in their annual report in 2012. Apartheid in South Africa was a complex period that paved the way for the new education dispensation. A paradigm shift was thus imperative and challenging to a democratic South Africa. It is more than two decades into the 21st century and into a democratic South Africa. The effects of apartheid are visible in many areas, more so in education. This study is underpinned by the transformation agenda attached to curriculum policy reform in South Africa. There is an interface in respect of policy construction and Skills, knowledge, attitudes and values (SKAV) constitution from the Department of Education to primary and to secondary schools. The implementation of various curriculum reforms led to a decline in the pass rate of learners in the National Senior Certificate examinations and in the Annual National Assessment. Some of the serious problems articulated by teachers were inadequate subject training in Mathematics, lack of communication, job dissatisfaction and the demanding administrative workload. It is envisaged that the findings of this study will make recommendations for SKAV development in teaching and learning of Mathematics in primary and secondary schools. In this regard, a model to improve quality in Mathematics education was proposed. The ability of education to meet the needs of the future both at individual and societal level is one of the critical elements of quality education. / D

This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.

The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.