Post 1994 the South African education system has focused on creating education for all
under a single core syllabus. It also stressed the need for a shift from the traditional
teacher-centred approach to a learner-centred approach. As a result, the shift was made
from an aims-and-objectives education to Outcomes Based Education (OBE). OBE has
placed a different set of demands on teachers and the way in which they assess.
Specifically teachers are required to use peer collaboration to bring about learning and
simultaneously assess that learning has transpired. However, many teachers are left
feeling uncertain about the efficacy of OBE. This report reviews the relevant literature
as well as theories needed to understand the process learning. The objective of this
research report is to establish teacher’s current perceptions are of OBE. More so, the
research aimed to ascertain how useful peer collaboration is in facilitating learning. The
results from this study show that teachers are uncertain about the efficacy of OBE.
Although a significant number of teachers strongly agree with the underlying principles
of OBE they feel that implementation as intended by policy makers is idealistic.
Furthermore, they are conflicted about the notion that peer collaboration can
sufficiently facilitate learning. Lastly, the findings of this study suggest that in
implementing peer collaboration successfully, tenets from social psychology such as
group dynamics need to be considered.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/5668 |
| Date | 10 September 2008 |
| Creators | Byers, Nicole |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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