M.Ed. (Curriculum Studies) / There is widespread public awareness that the Victorian age "chalk-and-talk" teaching in South African schools has failed to integrate education and training that incorporated the interrelation between the expected. outcomes and learner activities. With the implementation of the outcomes-based education and the introduction of the National Qualifications Framework's criteria of continuous assessment, the question of the interrelatedness between the intentionality of the lesson and learner activities is an issue at stake. The purpose of this study is to gather information having direct bearing on the interrelatedness between learning outcomes and learner activities and the educator learners roles in this regard. This is done by using a classical single group design experimental learning space method. The learner's ability to use participate approaches to learning between lessons video-taped before, immediately after and three months after the transformative approaches were introduced are shown in the form of a table which gives the mean scores for the pre-course and post-course tapes. The validity of the findings were further confirmed by the findings from the analysis of protocol materials as well as experts opinion given by educators and fellow researchers.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11859 |
| Date | 28 July 2014 |
| Creators | Boinamo, Gaolatlhe George |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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