Given the historically poor performances in mathematics and science by learners, as well as
the large number of under- and unqualified mathematics and science teachers, the newly
elected post-1994 government, in consultation with numerous stakeholders, initiated a
project of educational redress. The project: Students and Youth into Science, Technology,
Engineering and Mathematics, was given the acronym SYSTEM.
The vision of SYSTEM was to address the historical imbalances within the education and
training system in South Africa. The project provided a vehicle whereby historically
disadvantaged mathematics and science learners could access programmes (like the
Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at
institutions of higher education (like the teacher-training programme of SYSTEM Phase 11).
The success of SYSTEM ultimately resided in the performances and achievements of the
students in the SYSTEM programmes. Within this contextual framework the study made
special reference to Study orientation in mathematics, including Mathematics anxiety and
Attitude towards mathematics, as possible causative factors that could inhibit/enhance
performance and achievement in mathematics. An internship period linked to a mentorship
programme was structured within the teacher-training programme, and interviews were
conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit
their perceptions towards aspects of the mentoring process. The SYSTEM students' study
population (from the Northern Cape) was differentiated into dichotomous groups, each
group having different entry levels into Phase 11. Examinations of group perceptions towards
the study variables were done within the constructs of learning (institute-based) and teaching
(field-based). Both qualitative and quantitative analyses and reporting of the results were
done.
The results showed that the differences between the perceptions of the two sampled groups
were not of practical significance. Phase I had no influential role in preparing its group of
students for teacher-training.
The relevance of mentorship to SYSTEM was measured by the perceptions of the
respondents (SYSTEM students and mentor teachers). The interviews attested to an
acknowledgement of the relative success of SYSTEM in the Northern. Cape,
notwithstanding the functional and structural problems associated with the project both at
national and provincial levels.
To sustain the momentum of transformation of our education and training system, lessons
learnt from SYSTEM should serve as a benchmark for the envisaged reform and
transformation of the FET and Higher Education sectors. In particular, educational
transformation should not only be cognitively contextual, since this study has indirectly
shown that the affective domain should receive more attention in curriculum development,
teacher education and research on teaching and learning. By embarking on these initiatives,
the current state of learners and students' performances and achievements in mathematics
and science may be ameliorated. A further spin-off could possibly be an increase in the
number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/230 |
| Date | January 2004 |
| Creators | Hassan, Nazir Ahmed |
| Publisher | North-West University |
| Source Sets | North-West University |
| Detected Language | English |
| Type | Thesis |
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