The purpose of this study is to formulate guidelines upon which Technology
Education can be put into operation in the South African schools with
specific reference to standard eight students. The objective is to formulate
Technology Education guidelines suitable for and within the broad
framework of the South African curricula.
In attempting to translate Technology Education curriculum to South Africa,
the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and
theoretical assumptions of Technology Education are also explored. The
role of the teacher in the Technology Education programme is also
discussed. Guidelines for Technology Education, including Technology
Education teaching strategies, guidelines for Technology Education
assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South
Africa through a pilot study over a year. The subjects of this (pilot) empirical
study consisted of a total of 175 standard eight students, 77 of who were in
a control group, who had received no tuition in Technology Education. A
group of 98 received tuition in Technology Education for a year.
The normal end of the year examination in 1994 measured academic
performance of the two groups. Performance in 1993 is also used in the
statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied
in the analysis of data. Statistically significant differences are found between
the academic performance of these two groups in relation to the overall
Examination marks, English, Science and Mathematics marks.
Statistically significant differences are also found between the 1993 and
1994 performance of the experimental group after receiving Technology
Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in
Mathematics, English and Science when comparing marks in 1993 and in
1994. It is only applicable in the average Examination mark. These results
confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/16049 |
| Date | 01 1900 |
| Creators | Sithole, Khulekani Elliot Stephen |
| Contributors | Potgieter, C., Mackintosh, Wayne |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Format | 1 online resource (xiii, 230 leaves) |
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