The purpose of this thesis was to investigate the application of OBE principles such as the learner-centred approach, teacher facilitation and integration of
knowledge in the teaching of African languages in the senior phase. The study was conducted in Vhembe and Mopani District in the Limpopo Province of South Africa. Data were collected through observation, an interview
schedule and documentary analysis. The constructivist grounded theory
provided a theoretical framework for this study. Data were analysed
simultaneously with the data-collection process informed by the constructivist grounded theory.
This investigation revealed that teachers do not apply the investigated OBE principles in the teaching of African languages in the senior phase. Instead, they still teach in the manner they used before the introduction of the OBE approach. There were many reasons advanced by teachers for their failure to apply these principles in their teachings. A lack of knowledge and skills
necessary to apply this new approach was prevalent. This lack of knowledge could be attributed to the inadequate teacher training received and noncommitment to OBE approach by the teachers. The study found that the investigated principles were not applied because of a lack of application
strategies, the failure to interpret policy documents and resistance to change by teachers. In view of the findings in this study, the researcher deemed it
imperative to make recommendations which could be used for further studies in order to achieve the proper application of OBE principles in the teaching of African languages. / D. Ed. (Didactics) / Educational Studies
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/4087 |
| Date | 01 1900 |
| Creators | Babane, Maurice Thembhani |
| Contributors | Mda, Thobeka Vuyelwa, 1955- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (x, 192 leaves) |
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