Journal articles: 'Grafe 12 learners-South Africa'

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M.E, Letsoalo. "Disaggregated Analysis of Performances of Grade 12 Learners in Gauteng Province, Republic of South Africa." Journal of Education and Vocational Research 8, no. 2 (September 28, 2017): 34–44. http://dx.doi.org/10.22610/jevr.v8i2.1860.

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This paper presents the researchersâ€™ interpretive analysis of data from the main study that was aimed at proposing the method that will plausibly be used to analyse the Grade 12 results and to compare performances of learners between provinces of South Africa. This cross-sectional, quantitative, and ex-post-facto designed study used secondary and clustered data, as supplied by Department of Basic Education through Umalusi council, to compare the likelihood of passing Grade 12 between male and female learners in the Gauteng Province, even after adjusting for school quintile. Thus, this work attempted to model the relation between school resources inputs and school outcomes called educational achievements or academic performances. The dataset contained a total of 98894 (45.44% male and 54.56% female) learners who set for Grade 12 examinations in 2008 academic. The crude estimates indicated that female learners than male learners were significantly 1.035 more likely to pass Grade 12 (OR = 1.035, p = 0.016, 95% CI: 1.006 - 1.065). Also, the school quintile adjusted model indicated that female learners than their male counterparts were significantly 1.040 more likely to pass Grade 12 (OR = 1.040, p = 0.010, 95% CI: 1.009 - 1.072). The significant effect of school quintile favoured female learners (p < 0.001). These results, from disaggregated analysis, indicated that there was sufficient evidence that female than male learners had better chances of passing Grade 12 in Gauteng Province. Therefore, authorities may consider the issue of learner-gender when allocating resources to different school In Gauteng Province.

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Burger, L., D. Mahadea, and C. O'Neill. "Perceptions of entrepreneurship as a career option in South Africa: An exploratory study among grade 12 learners." South African Journal of Economic and Management Sciences 7, no. 2 (April 28, 2004): 187–205. http://dx.doi.org/10.4102/sajems.v7i2.1376.

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Job creation and poverty alleviation are two pressing challenges facing South Africa today. South Africa’s capacity to address the high unemployment and poverty levels are partly hampered by a poorly developed entrepreneurial culture. An entrepreneurial culture that enhances the supply of effective entrepreneurs at all age and population groups could contribute to economic growth and address both unemployment and poverty. This article investigates the perceptions of entrepreneurship as career option by Grade 12 learners in a specific region in South Africa, as the youth could be viewed as the logical group from which new entrepreneurs should emerge in future. The majority of the surveyed learners seem to have a positive disposition towards small business entrepreneurship as an eventual career, although considerable differences exist in terms of self-image, locality and ethnic backgrounds.

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Mostert, Karien, Khethiwe M Sethole, Oumiki Khumisi, Dorrica Peu, Julius Thambura, Roinah N Ngunyulu, and Mavis F Mulaudzi. "Sexual knowledge and practice of adolescent learners in a rural South African school." African Health Sciences 20, no. 1 (April 20, 2020): 28–38. http://dx.doi.org/10.4314/ahs.v20i1.6.

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Background: Premature sexual activity has become a norm in South African society, often resulting in teenage pregnancy and sexually transmitted diseases (STD). Occurrence of premature sexual activity is related to insufficient education, gender inequal- ities, household poverty and place of residence. The Stepping Stones project uses a 10-session programme to educate learners about relationships, HIV-prevention and teenage pregnancy. The purpose was to measure and describe learners’ sexual knowl- edge and activities in a rural technical secondary school in North-west Province, South Africa. Methods: A cross-sectional survey. Questionnaires were distributed to learners in grade 8 to 12. Descriptive statistics was used in analysis. Results: Seventy-nine questionnaires were analysed. Despite a young sample, 26.6% were sexually active and 24.1% engaged in sexual activity. The mean age for first-time sexual intercourse was 15.2±2.3 years. The use of contraceptives was low (41.2%) and participants reported difficulty in talking to partners about condom use (54.8%). Almost half (45.5%) of the participants had never heard of STDs. Participants expressed a need to use social media as a sex education tool (12.3%). The primary source of information was from school-based programmes (58.0%). Conclusion: Findings point to unsafe sexual practice of learners at a school in rural South Africa, even from an early age. This concern is accompanied by the occurrence of low levels of sexually-related knowledge. The learners would benefit from contin- ued implementation of the Stepping Stones programme. Implementation could be improved by incorporating social media and emphasising gender equality and negotiation skills in sexually vulnerable situations. Keywords: Sexual knowledge; adolescent learners; South Africa.

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Malga, Pelonomi F., Boitumelo Marilyn Setlalentoa, Choja Oduaran, and Nopasika Maforah. "Factors Influencing HIV/AIDS and Risky Sexual Behaviour Among Learners in South Africa." Global Journal of Health Science 10, no. 5 (May 1, 2018): 197. http://dx.doi.org/10.5539/gjhs.v10n5p197.

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HIV/AIDS is a global health concern and young people are more at risk of being infected. The explored factors that contribute to HIV/AIDS and risky sexual behaviour among learners aged 12-18 years in Vuyolwethu High School. The study focused on learners who were in Grade 10-12. This study employed a mixed method research. Quantitative phase was limited to learners while the qualitative phase focused on life-orientation teachers. The total study sample is 150, and the gender distribution is equally distributed at 50% for both males and females. The dominating age and grade among respondents is age 17-18 years and grade 11. Quantitative data were subjected to descriptive analyses while thematic analysis is employed for analysis of qualitative data. Overall, about 51.3% of the respondents strongly agreed that engaging in sexual intercourse without protection is risky, and that unprotected sexual activity can lead to unwanted sexual encounters, unwanted teenage pregnancy and HIV/AIDS. Similarly, substance abuse is found to be a key factor that influences risky sexual behaviour among adolescents, thus resulting to unwanted pregnancies and HIV/AIDS infection. The main conclusion drawn from the findings is that while adolescents seem to be knowledgeable on the factors that contribute to risky sexual behaviour, this knowledge does not lead to attitude change. It is therefore recommended, based on the study’s findings, that there should be more focused training programmes directed not only at knowledge but also attitude and behaviour change.

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Oyediran-Tidings, S. O., F. H. Nekhwevha, E. M. Ondari-Okemwa, and Oghenere Salubi. "Access to educational information enabled by ICT tools in the Fort Beaufort Education District (FBED), Eastern Cape, South Africa." Information Development 37, no. 3 (February 25, 2021): 402–16. http://dx.doi.org/10.1177/0266666921995232.

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The benefits of the application of ICT tools in the education of high school learners have been well-established in various studies. As developments in technology have increased the reach of electronic information resources and enhanced learners’ access to educational information, it is imperative that these tools be available and accessible without any hindrances whatsoever to high school learners. This study was set out to evaluate the state of ICT infrastructure available to high school learners for the advancement of access to educational information while accentuating the efforts by the South African government to promote computer access in schools. This study underscores the importance of ICT tools for high school learners in ensuring quality educational outcome. A triangulated design was adopted to collect both qualitative and quantitative data on the condition of ICT-enabled access to educational information from Grade 12 learners and teachers in the Fort Beaufort Education District, Eastern Cape South Africa. Results show that learners’ access to educational information is constrained by inadequate provision of ICT infrastructure, restricted access to ICT tools, regulations for use of personal ICT tools and absence of information literacy for high school learners. The study, therefore, recommends the improved and dedicated provision of ICT resources, ICT-enabled educational information literacy program and flexibility of rules regarding the use of personal ICT tools at school.

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OGBONNAYA, UGORJI I., and FRANCIS K. AWUAH. "QUINTILE RANKING OF SCHOOLS IN SOUTH AFRICA AND LEARNERS’ ACHIEVEMENT IN PROBABILITY." STATISTICS EDUCATION RESEARCH JOURNAL 18, no. 1 (May 31, 2019): 106–19. http://dx.doi.org/10.52041/serj.v18i1.153.

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There is some disparity in the quality of education among the various races and provinces in South Africa. Since the dawn of democracy in 1994, the government has tried to bridge the gap using quintile categorisation of public schools and its concomitant funding. The categorisation is based on the socioeconomic status of the community in which the schools are located. This study investigated the achievement of learners in the first four quintiles from one school district on the topic of probability. The study employed a quantitative research approach and used Bloom’s taxonomy as the conceptual framework. A total of 490 Grade 12 learners from seven schools participated in the study. Results showed that learners in Quintile 4 had significantly higher achievement scores than learners in the lower quintiles at all levels of Bloom’s taxonomy except synthesis. Counter intuitively, Quintile 1 students had higher achievement than those in Quintiles 2 and 3 at all cognitive levels of Bloom’s taxonomy, with the exception of synthesis. The educational implications of the findings are discussed in relation to quintile ranking of schools and learner achievement. First published May 2019 at Statistics Education Research Journal Archives

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Okeyo, Alice P., Eunice Seekoe, Anniza de Villiers, Mieke Faber, Johanna H. Nel, and Nelia P. Steyn. "The Food and Nutrition Environment at Secondary Schools in the Eastern Cape, South Africa as Reported by Learners." International Journal of Environmental Research and Public Health 17, no. 11 (June 5, 2020): 4038. http://dx.doi.org/10.3390/ijerph17114038.

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Overweight and obesity are growing concerns in adolescents, particularly in females in South Africa. The aim of this study was to evaluate the food and nutrition environment in terms of government policy programs, nutrition education provided, and foods sold at secondary schools in the Eastern Cape province. Sixteen schools and grade 8–12 learners (N = 1360) were randomly selected from three health districts comprising poor disadvantaged communities. Based on age and sex specific body mass index (BMI) cut-off values, 13.3% of males and 5.5% of females were underweight, while 9.9% of males and 36.1% of females were overweight or obese. The main food items purchased at school were unhealthy energy-dense items such as fried flour dough balls, chocolates, candies, and crisps/chips. Nutrition knowledge scores based on the South African food-based dietary guidelines (FBDGs) were poor for 52% to 23.4% learners in Grades 8 to 12, respectively. Female learners generally had significantly higher nutrition knowledge scores compared to their male counterparts (p = 0.016). Questions poorly answered by more than 60% of learners, included the number of fruit and vegetable portions required daily, food to eat when overweight, foods containing fiber, and importance of legumes. It was noted that the majority of teachers who taught nutrition had no formal nutrition training and their responses to knowledge questions were poor indicating that they were not familiar with the FBDGs, which are part of the curriculum. Nutrition assessment as part of the Integrated School Health Program was done on few learners. Overall however, despite some challenges the government national school meal program provided meals daily to 96% of learners. In general, the school food and nutrition environment was not conducive for promoting healthy eating.

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Mogale, Makobo Lydia, and Mpho Calphonia Modipane. "The implementation of the progression policy in secondary schools of the Limpopo province in South Africa." South African Journal of Education 41, no. 1 (February 28, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n1a1853.

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Globally, policy implementation in the education system has been found to be a challenging area of development. The South African education system is no exception to the ineffective implementation of policies. For example, in South Africa, the progression policy was introduced by the Department of Education in 2013 for the purpose of minimising school drop-out rates. It was intended particularly for learners who had been retained for more than 4 years in a phase. However, progressed learners have been said to be contributing to the decline of Grade 12 national results in 2015 and 2016. We argue that due procedures in the implementation of this policy could have affected the performance of progressed learners, and in turn the overall matriculation results. A qualitative approach was followed and a descriptive case study design was adopted in the study reported on here. Data were collected through document analysis and semi-structured interviews from 2 secondary schools in the Dimamo circuit, Limpopo province. We found that the progression policy was not implemented according to the stipulations. Communication breakdown, negative teacher attitude, overcrowded classrooms, a lack of knowledge and support were found to be contributory factors in the ineffective implementation of the policy.

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Abrahams, Zulfa, Anniza de Villiers, Nelia P. Steyn, Jean Fourie, Lucinda Dalais, Jillian Hill, Catherine E. Draper, and Estelle V. Lambert. "What's in the lunchbox? Dietary behaviour of learners from disadvantaged schools in the Western Cape, South Africa." Public Health Nutrition 14, no. 10 (June 13, 2011): 1752–58. http://dx.doi.org/10.1017/s1368980011001108.

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AbstractObjectiveTo identify and describe factors associated with food shop (known as tuck shop in South Africa) and lunchbox behaviours of primary-school learners in South Africa.DesignAnalysis of data collected in 2008 from a cross-sectional survey.SettingSixteen primary schools in the Western Cape, South Africa.SubjectsA total of 717 grade 4 learners aged 10–12 years.ResultsA 24 h recall established that 69 % of learners carried a lunchbox to school and 49 % had consumed at least one item purchased from the school food shop/vendor. Most lunchboxes contained white bread with processed meat, whereas the most frequent food shop/vendor purchase comprised chips/crisps. Learners who carried a lunchbox to school had significantly lower BMI percentiles (P = 0·002) and BMI-for-age (P = 0·034), compared with their counterparts. Moreover, they were younger, had higher standard-of-living and dietary diversity scores, consumed more meals per day, had greater self-efficacy and came from predominantly urban schools, compared with those who did not carry a lunchbox to school. Learners who ate food shop/vendor purchases had a lower standard-of-living score and higher dietary diversity and meal scores. Only 2 % of learners were underweight, whereas 19 % were stunted and 21 % were overweight/obese (BMI ≥ 25 kg/m2).ConclusionsChildren who carried a lunchbox to school appeared to have greater dietary diversity, consumed more regular meals, had a higher standard of living and greater nutritional self-efficacy compared with those who did not carry a lunchbox to school.

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Kibirige, Israel, and Kgashane Bethuel Bodirwa. "THE EFFECT OF USING COMPUTER SIMULATIONS ON GRADE 11 LEARNERS’ PERFORMANCE IN PLANTS BIODIVERSITY IN SOUTH AFRICA." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 612–21. http://dx.doi.org/10.33225/jbse/21.20.612.

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Teachers use different pedagogies to improve learners’ performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners’ performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outperformed CG (T-test; ANOVA; p < .05). Boys’ and girls’ performance in EG did not differ significantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners’ attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners’ performance. Keywords: computer simulations, Solomon Four-Group Design, learners’ performance, Talk and Chalk Method (TCM)

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Mouton, Nelda, and Gert L. Strydom. "Quality Education And The Impact Of Public And Independent Schools Writing The National Senior Certificate." International Business & Economics Research Journal (IBER) 13, no. 1 (December 31, 2013): 157. http://dx.doi.org/10.19030/iber.v13i1.8366.

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A new education curriculum for a new democratic dispensation was welcomed and unavoidable in South Africa after the first democratic election in 1994. The main reason for this radical change within education was that policymakers needed to move away from the apartheid curriculum with all its attendant political baggage and address the laudable outcomes of skills, knowledge and values for purposes of achieving social justice, equality and development. Within this curriculum, the South African Schools Act (Act 84 of 1996) recognises two broad categories of schools public and independent schools. All public schools follow the National Curriculum Statement (NCS) and independent schools have the freedom to choose which curriculum and which examination body they want their learners to write, as long as the examining body is recognised by Umalusi. This article will reflect on the quality of education provided in schools by analysing the roles and impact of public and independent schools writing the National Senior Certificate in South Africa. It is important, in this context, to provide a historical overview of the background of examination bodies that have impacted on the South African school system. It is also deemed necessary to reflect on and discuss the public and independent school sector by focussing on factors influencing the logistical orientation of these sectors as well as reflecting on indicators influencing the Grade 12 examination. After analysing these factors and reflecting on issues that influence quality education in South Africa, recommendations will be made in an effort to contribute to the improvement of the standard of education in South Africa.

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Hartley, M. S., D. F. Treagust, and M. B. Ogunniyi. "The application of a CAL strategy in science and mathematics for disadvantaged Grade 12 learners in South Africa." International Journal of Educational Development 28, no. 5 (September 2008): 596–611. http://dx.doi.org/10.1016/j.ijedudev.2007.09.007.

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Mouton, N., G. P. Louw, and G. L. Strydom. "A Historical Analysis Of The Post-Apartheid Dispensation Education In South Africa (1994-2011)." International Business & Economics Research Journal (IBER) 11, no. 11 (October 26, 2012): 1211. http://dx.doi.org/10.19030/iber.v11i11.7369.

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The period 1994-2011 introduced a new historical era for school education in South Africa. Outcomes-based Education (OBE) was introduced and was controversial from the outset for educators and policymakers alike. The reason given for the implementation of OBE was to move away from the apartheid curriculum and to address skills, knowledge and values. However, there were various shortcomings and many implementation problems that had to be addressed. Educators perceived the OBE approach to education as so problematic that it has now, finally, had to be scrapped. At this stage, the National Senior Certificate (NSC) is the exit point for school leavers and serves as a benchmark for tertiary education. Standardization is the tool used to make adjustments to Grade 12 results to correct fluctuations in performance that are the results of factors within the examination processes rather than the knowledge and abilities of candidates but this has a direct impact on the results of candidates. International benchmarking tests (e.g. TIMSS) have been introduced at the end of Grades 3, 6, and 9 to test the competency of learners in Mathematics and Science. Compared to other participating countries, the outcome for South African learners was exceedingly poor and this is seen as a reason for serious concern.

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Chirinda, Brantina, Mdutshekelwa Ndlovu, and Erica Spangenberg. "Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage." Education Sciences 11, no. 4 (April 8, 2021): 177. http://dx.doi.org/10.3390/educsci11040177.

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The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.

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Van der Walt, Marthie. "Study orientation and knowledge of basic vocabulary in Mathematics in the primary school." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.

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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the ﬁrst national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The ﬁnding that so many primary school learners today are not numerate or literate has a direct inﬂuence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the inﬂuence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufﬁcient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, conﬁrmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ signiﬁcantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs speciﬁc attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.

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Mouton, Nelda, G. P. Louw, and G. Strydom. "Critical Challenges Of The South African School System." International Business & Economics Research Journal (IBER) 12, no. 1 (December 22, 2012): 31. http://dx.doi.org/10.19030/iber.v12i1.7510.

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The emphasis in the new curriculum after 1996 in South Africa was placed on the transition from the traditional aims and objectives approach to Outcomes-based education (OBE) and Curriculum 2005. This paradigm shift was interpreted as a prerequisite for achievement of the vision of an internationally competitive country. When analysing the school system in South Africa it became clear that the education system was flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. These factors further spilled over into the morale of learners and could be seen in the lack of discipline, brutal violence in schools, low moral values, truancy, absenteeism, late coming and high dropout rates from Grade 1 to Grade 12 and very poor performance in essential areas such as Mathematics and Literacy. Citizens in historically disadvantaged areas tend to become victims of poverty, gangs and drug abuse. These factors further blend with the evil of politics in South African schools which are furthermore plagued by various forms of corruption and socio-economic challenges. Eighteen years after the end of the apartheid dispensation, apartheid is still blamed by many for any real or imagined ills in society, but the reality is that there is no political will to enforce the law or to meet public expectations of accountability, efficiency and delivery. In the light hereof, recommendations are proposed that will address these challenges. The critical message of this article will convey that the fact of the matter is that learner enrolment is not the same as attendance and attendance does not imply learning. Therefore, teaching in South Africa must become a profession of preference and pride as opposed to the present very lackadaisical attitude.

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ML, Netshikweta, Olaniyi FC, and Tshitangano TG. "Reproductive Health Choices Among Adolescents in Secondary Schools: A Case Study of Selected Schools in Limpopo, South Africa." Open Public Health Journal 11, no. 1 (July 24, 2018): 319–29. http://dx.doi.org/10.2174/1874944501811010319.

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Objectives:This study was conducted to determine the knowledge, opinions and practices of female adolescents in selected secondary schools in Limpopo Province of South Africa about reproductive health issues and assess the level of parental involvement in their choices.Materials and methods:A quantitative, exploratory, survey design was adopted. A total of 512 learners from grades 8 (first year of secondary school) and 12 (final year) were conveniently sampled from 24 randomly selected secondary schools in Limpopo Province. Data was collected with a structured, self-administered questionnaire and analysis was done using the Statistical Package for Social Sciences (SPSS) version 20.0.Results:Sixteen (3.9%) of the learners attained menarche at or before the early age of 8 years and 102 (29.3%) experienced sexual debut before age 14 years. More than half of grade 12 (n =84, 52.5%) and 49 (14%) of grade 8 learners were sexually active and 80% (n = 444, 86.7%) of them were unaware of contraceptives when engaging in sexual intercourse for the first time. Only 116 (22.7%) of the respondents admitted to having knowledge about contraceptives before engaging in sex for the first time and more than a third (n = 172, 33.6%) have been pregnant at least once before the study was conducted. Parental involvement in Sexual and Reproductive Health (SRH) education was found to be low and many obtained the little information they have mainly through friends.Conclusion:Many adolescents are lacking in vital information regarding their SRH and some hold wrong opinions about contraception. Parents are advised to initiate and sustain discussions regarding SRH with their children to help them make informed reproductive health choices.

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Kibirige, Israel, and Rebecca Mampageti Maake. "The effect of guided discovery instructional strategy on grade nine learners' performance in chemical reactions in Mankweng circuit, South Africa." Journal of Technology and Science Education 11, no. 2 (September 20, 2021): 569. http://dx.doi.org/10.3926/jotse.1295.

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Teaching strategies play a vital role in improving learners’ performance. This study investigated the effect of Guided Discovery Instructional Strategy (GDIS) on Grade nine learners’ performance in chemical reactions and determined the effect of GDIS on gender. A quasi-experimental design was used with a sample comprised 75 Grade nine learners purposively selected from two schools in Mankweng Circuit based on Grade 12 poor performances. Learners were randomly assigned to the Experimental Group (EG) (N = 40) and Control Group (CG) (N = 35) taught for two weeks using GDIS for EG, and Talk and Chalk Method (TCM) for CG. The results show that there were statistically significant differences between CG post-test (T-test: t(78) = 19.89; p = 0.05); Cohen d = 4.40 for EG and CG T-test: t(68) = -1.03; p > 0.05; Cohen d = 0.2. EG taught using GDIS outperformed those using TCM (ANCOVA: F = 361.49, p = 0.05). GDIS did not discriminate against gender in EG because no statistically significant differences in performance after the intervention (Mann Whitney U-test: U = 178.50, p = 0.58), suggesting that GDIS improved all learners’ performance in chemistry, but not CTM. The findings provide teachers and stakeholders with empirical evidences on a strategy that improved learners’ performance. Also, GDIS did not discriminate against gender like the TCM, suggesting that the strategy encourages girls to study science, which contributes to narrowing the existing gender gap of male and female in Science, Technology, Engineering and Mathematics (STEM) subjects.

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Mafukata, Mavhungu Abel. "Complexities and Constraints Influencing Learner Performance in Physical Science." International Journal of Research in Business and Social Science (2147-4478) 5, no. 1 (January 22, 2016): 30–46. http://dx.doi.org/10.20525/ijrbs.v5i1.47.

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This paper explores complexities and constraints affecting performance and output of physical science learners in Vhembe District, Limpopo Province, South Africa. The study was motivated by the desire of the researcher to establish, profile and characterise the complexities and constraints reminiscence of poor performance of learners in physical science as measured through end-of-year Grade 12 (final year of high school education) examination results. Twenty six schools (n=26) were purposively selected from three circuits of education (n=3). From these schools, two learners were randomly selected (n=52) for interviews. In addition, two circuit managers (n=2) were conveniently selected as part of Key Informant Interviews (KII). For the Focus Group Discussions (FGDs), twelve (n=12) parents were randomly selected to form two groups of six members each. Multi-factor complexities and constraints impeding performance of learners were discovered. Intensive teacher in-service programme is recommended. Community engagement should be encouraged to educate parents on the value of involvement in the education of their children. Free access learner support structures such as Homework and Extra-lessons Assistance Centre (H&EACs) should be established.

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Lumadi, Mutendwahothe Walter. "School finance reform for curriculum innovation: An equity prospect." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2027.

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The advent of democracy in South Africa triggered notable reforms to the financing of quality education, and curriculum design and innovation. The ulterior motive behind this study was to underscore the correlation between inadequate financial resources and learners’ achievement. School finance reform was found to contribute to learner achievement and was viewed as a building block of every discourse related to equity. In the Eastern Cape (EC) province, the dismal percentage of Grade 12 learners who achieve success in gateway subjects, as reflected in the National Senior Certificate Examination results, was linked to the grossly inequitable distribution of funding and even the defunding of education. The 3 high schools in question were stigmatised as chronic underachievers, having reported a 0% pass rate for 5 successive years. Establishing an intervention programme to finance quality education for schools in poverty-stricken communities was an arduous undertaking. Although the windfall was temporary, it was construed as the dawn of a new age of philanthropy. The project spurred the development of local education finance to motivate South Africa’s Dinaledi (stars).

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Moodley, Visvaganthie. "Symbols, Symbolism and Significance in Yann Martel’s Life of Pi: Specific Content Knowledge for Teacher Development." SMART MOVES JOURNAL IJELLH 4, no. 9 (September 28, 2016): 21. http://dx.doi.org/10.24113/ijellh.v4i9.1645.

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Symbols and symbolisms across literary genres are powerful rhetoric devices used to enhance not only writers’ style, but to convey richness in meaning that transcends narrative descriptions. However, as its interpretations are context-bound, it causes anxieties for the under-proficient language teacher who, firstmost, requires deep specific content knowledge to drive instruction and enhance cognition amongst learners. Using qualitative descriptive case study, this paper aims to provide specific content knowledge by examining the literary use of symbols, symbolisms and significance in Yann Martel’s ‘Life of Pi’, which has been prescribed as a set book for Grade 12 school-exiting learners in South Africa, for the year 2017 onwards. The paper will – by analysing arbitrary, cultural and personal symbolisms and significances, mostly through psychoanalytical lens – unravel covert meanings and messages in cultural, religious and environmental contexts whilst simultaneously showing how these are pivotal to understanding major themes in the novel.

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Okeyo, Alice P., Eunice Seekoe, Anniza de Villiers, Mieke Faber, Johanna H. Nel, and Nelia P. Steyn. "Dietary Practices and Adolescent Obesity in Secondary School Learners at Disadvantaged Schools in South Africa: Urban–Rural and Gender Differences." International Journal of Environmental Research and Public Health 17, no. 16 (August 13, 2020): 5864. http://dx.doi.org/10.3390/ijerph17165864.

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South Africa has a high prevalence of obesity in black female adolescents and a paucity of knowledge regarding contributing dietary practices. The aim of this study was to assess the dietary practices and weight status of male and female adolescents at secondary schools in the Eastern Cape province in urban and rural areas. Sixteen schools and grade 8–12 learners (N = 1360) were randomly selected from three health districts comprising poor disadvantaged communities. A short unquantified food frequency questionnaire was used to collect data on learners’ usual eating practices with regards to weekly meal pattern, breakfast consumption, foods taken to school, takeaways, and snacks eaten while watching television (TV). Body mass index measurements were determined for each learner. Prevalence of combined overweight and obesity differed significantly between genders, 9.9% in males versus 36.1% in females (p < 0.001). Significant gender differences were noted regarding eating practices. Females had a higher frequency of eating sugary snacks (p < 0.001) and a lower frequency of eating breakfast (p < 0.01) than males. Females ate significantly more fried fish (p < 0.05), pizza (p < 0.05) fat cakes (fried dough balls) (p < 0.05), hotdogs (p < 0.01), candy (p < 0.001), cake (p < 0.01), and crisps (p < 0.001). Compared to urban areas, the frequency of eating breakfast (p < 0.01) and sugary snacks (p < 0.05) was significantly higher in rural areas. Significantly more learners in urban areas consumed boerewors (beef sausage) rolls (p = 0.027), hamburgers (p = 0.004), and soft drinks (p = 0.019), while more learners in the rural areas consumed cordial (p = 0.001). In conclusion, a high prevalence of combined overweight and obesity was found in black female adolescents and a high prevalence of poor dietary practices was observed, with significant gender and urban–rural differences.

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Maree, Kobus. "The challenge of inadequate achievement in mathematics: Focus on a meta-approach." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 265–87. http://dx.doi.org/10.4102/satnt.v28i4.66.

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As is the case elsewhere in the world, all stakeholders in South Africa are deeply concerned about the level and scope of underachievement in mathematics, not only at Grade 12 level, but, indeed, at University, University of Technology and Further Education and Training levels. These concerns assume a deeper dimension in light of the fact that inadequate achievement in mathematics inevitably will have a ripple effect on the academic situation in any country: inadequate achievement in mathematics precludes learners from applying for admission to sought-after ﬁ elds of study, which, in turn, prevents numerous learners from realising their true potential and, eventually, from being happy and successful in careers that they might otherwise have been able to execute successfully. It goes without saying that inadequate achievement in mathematics will impact negatively on the overall economic situation in any country (even more so in a developing country such as South Africa). Truth being, achievement in mathematics amounts to equipping oneself with survival skills. In this article, the spotlight shifts from a narrow and outdated focus on problems that are associated with inadequate achievement in mathematics to possible solutions for this disconcerting situation and the implied challenge it raises. The focus is thus on three levels that collectively underpin and impact on achievement in mathematics, viz. the macro level, the meso level and the micro level. The macro level refers mainly to the input by the national government (and, by default, the National Department of Education). In the ﬁ rst instance, it is the responsibility of the state to provide adequate schooling facilities for all learners, irrespective of where they ﬁ nd themselves. Furthermore, it is the duty of the state to ensure that every learner has access to basic facilities, including food, water, sanitation and housing. The state (via the National Department of Education) is also obliged to ensure that the basic philosophy that underpins mathematics education in the country is scrutinised continuously and that changes be made to existing teaching philosophy should these be recommended by the majority of stakeholders. Case in point: the implementation of Outcomes-Based Education (OBE) in South African mathematics classrooms has now already been under the spotlight for a number of years and there seems to be general consensus that it is essential to facilitate a number of basic changes to this philosophy and (especially) to the way in which it is implemented in South African classrooms. Teachers, for instance, constantly complain about matters such as an administrative overload, unacceptably high stress levels (brought about by factors broadly associated with OBE-related issues) and the fact that the laudable philosophy underpinning OBE is not consistently realised in practice. At the meso level, the spotlight falls on factors related to teacher training. For example, it seems highly advisable to optimise teacher training in mathematics, to facilitate training in emotional intelligence, to conduct a national audit on the number of mathematics teachers currently teaching mathematics (in terms of how many teachers are currently in the system, where these teachers ﬁ nd themselves, their level of training, etc.) to determine training needs in mathematics and to facilitate a more equitable distribution of teachers across the country. For example, it is proposed that all graduating teachers be compelled to do community service in an effort to facilitate a better understanding of the challenges that teachers in various parts of the country face, thereby breaking down barriers between people. At micro level, the emphasis is on measures that might be taken to provide guidance to parents on how to assist their children in mathematics on the one hand and on practical ways in which to help learners in mathematics perform better in mathematics and leave school better equipped to deal with typical challenges at tertiary level on the other. It is hoped that this article will contribute to an improvement in the disconcerting situation to be found in mathematics classrooms across South Africa. I sincerely hope to have sensitised readers to the need not only to talk about the situation in mathematics in South Africa, but instead to start acting and in so doing to impact on the situation in practical ways.

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Makgati, Meladi, O. Makgati, and Olawumi D. Awolusi. "The Influence of Information Communication Technology (ICT) integration on teaching and learning in South African Schools." Journal of Education and Vocational Research 10, no. 2(V) (May 30, 2020): 47–64. http://dx.doi.org/10.22610/jevr.v10i2(v).3023.

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Despite recent emphasis on the quality of education for all in South Africa, the department of education still face major challenges that hinder the progress of implementing quality education, especially in the rural areas. Consequently, this study followed an action qualitative method. The overall purpose of the study was to determine the influence of ICT integration in on the quality of teaching and learning in the classroom and to further examine the benefits of using ICT to enhance personal growth, individual performance, critical thinking skills reading and writing skills. The research questions were semi-structured and open-ended. The researcher interviewed nine (9) learners and seven (7) teachers in a two session focus group, first session involved only teachers and last session had only grade 12 learners. The themes of the sessions were documented separately, however, relationship between the themes were identified. The study also performed observation in the classroom to access situations that would have been almost impossible to identify in an interview or a questionnaire. Results shown that a lot still need to be done by the government to initiate the process of integrating ICT in education or empower teachers with ICT skill and to do away with the traditional teaching method. The study however concluded on the positive influence of ICT integration on teaching and learning practices in the classroom for both teachers and learners. Consequently, the study recommends the following: government must provide training and incentives to encourage personal development in teachers and for young graduates to value teaching; policies about lost equipment must be drafted and understood by all parties; deployments of technology innovation, as well, as the imperatives of following the recommendation of UNESCO’s four stages of ICT integration

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Mapukata, N. O., I. D. Couper, A. R. Dreyer, and M. Mlambo. "Health sciences students’ contribution to human resources for health strategy: A rural health careers day for grade 12 learners in the North West Province of South Africa." African Journal of Health Professions Education 9, no. 3 (September 27, 2017): 92. http://dx.doi.org/10.7196/ajhpe.2017.v9i3.856.

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Masango, Michack Mandla, Linda Van Ryneveld, and Marien Alet Graham. "Electronic Textbooks in Gauteng Public Schools." International Journal of Information and Communication Technology Education 15, no. 4 (October 2019): 41–57. http://dx.doi.org/10.4018/ijicte.2019100104.

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The Gauteng Department of Education (GDE), a basic education department, is responsible for the management and administration of public educational institutions in the largest province in South Africa. The provision of learning and teaching support materials (LTSMs), including textbooks, is one of its core strategic obligations. GDE has introduced an information and communication technology (ICT) project through which schools are provided with LTSM in electronic format (e-LTSM). The first phase entailed the provision of smart-boards, laptops and tablets to grade 12 teachers and learners. This article addresses the research question on the envisaged advantages and disadvantages of electronic textbooks. A mixed method approach was utilised where 356 schools were selected to be given questionnaires and 35 schools would be interviewed. The theoretical framework applied was the technology acceptance model (TAM), with the focus on the perceived usefulness variable. The data analysis shows that the majority of schools regard the use of electronic textbooks as useful.

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Kutywayo, Alison, Sasha Frade, Kerry Gordon, Tshepo Mahuma, Nicolette P. Naidoo, and Saiqa Mullick. "Who’s got the power? Expressions of empowerment among in-school adolescents enrolled in the Girls Achieve Power (GAP Year) trial in three peri-urban settings of South Africa." Gates Open Research 5 (July 19, 2021): 104. http://dx.doi.org/10.12688/gatesopenres.13336.1.

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Background: Empowerment is when a person gains mastery of their life and environment. This paper describes three central elements of empowerment (agency, resources, and institutional structures) expressed by adolescents, discussing implications for strengthening adolescent sexual reproductive health, HIV, and violence prevention programming. Methods: A cross-sectional survey was conducted (April 2017 – May 2018) as part of the GAP Year trial among grade eight learners (12 – 18 years) from 26 lowest quintile public high schools in Khayelitsha, Soweto and Thembisa townships, South Africa. Data were on empowerment experiences using a knowledge, attitudes, and practices survey. Descriptive and chi-square test statistics were employed, assessing the association between sociodemographic and domains of empowerment. Results: A total of 2383 adolescents in 26 schools completed the baseline survey: 63.1% female, mean age 13.7 years, 96.9% Black African. Agency: Males (4.04 vs 3.94, p=0.008) and those 15 – 18 years (4.10 vs 3.95, p=0.027) expressed stronger decision-making capacity. Females (3.18 vs 2.92, p<0.001) indicated a greater sense of collective action. Females (0.77 vs 0.72, p=0.008), those aged 12 -14 years (0.76 vs 0.71, p=0.027) and those with at least one parent/guardian employed (p=0.014) had stronger leadership confidence. Resources: Those 12-14 years expressed higher self-esteem (2.18 vs 2.08, p=0.017). Males (2.24 vs 1.87, p<0.001) and those who had at least one parent/guardian employed (p=0.047) had a higher perception of freedom from gender-based violence. Males showed greater mobility (2.89 vs 2.66, p=<0.001). Institutional structures: Coloured participants showed more positive norms than their Black counterparts (5.38 vs 2.12, p=0.005). Conclusions: Males expressed greater empowerment around decision-making, gender-based violence and mobility; females expressed greater collective action and leadership. Working across the ecological model, interventions addressing sex differences, targeting adolescents of all ages, and parental unemployment may strengthen expressions of empowerment, especially adolescents’ safety, mobility, aspirations, and future hopes.

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Ncube, Lancelord Siphamandla, and Luyanda Dube. "Cyberbullying a desecration of information ethics." Journal of Information, Communication and Ethics in Society 14, no. 4 (November 14, 2016): 313–22. http://dx.doi.org/10.1108/jices-04-2016-0009.

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Purpose Cyberbullying occurs when a minor is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child. Given that cyberbullying entails defamation or spreading false information or portfolios about someone, it is regarded as a violation of the ethical code of information use. The purpose of the study was to explore the perceptions, experiences and challenges of post-high school youth with regards to cyberbullying. This is a quantitative study that used a survey approach to gather data using a self-administered questionnaire, which was distributed to 60 youth from the KwaZulu-Natal computer literacy community engagement project. The findings attest that youth recognise that cyberbullying might have detrimental effects on victims, such as alcohol and drugs abuse, low self-esteem, high level of absenteeism, poor grades and depression and suicidal thoughts. There is a low percentage of victims and perpetrators of cyberbullying in rural contexts in South Africa. It is hoped that findings may will a positive impact in the rural communities and enable the youth to interact with the modern technologies and handle them in an ethical manner. The study recommends that parents need to take cognisance of the probable possible dangers of the various technologies so that they could be instrumental in educating their children about children cyberbullying. Further, the schools and the Department of Education can play a fundamental role in educating children about cyberbullying and cyber ethics. Design/methodology/approach This survey was conducted to explore youth perceptions and experiences, as well as violations, of ethics through cyberbullying as experienced by the rural community at Mbazwana in the North Coast of KwaZulu-Natal. Convenience sampling was used, because although the questionnaire was distributed to all 60 participants in the project, not all of them completed the instrument, as participation was voluntary. Only 43 were completed, which is equal to 72 per cent response rate. The validity of the data collection instrument used was enhanced by the fact that questions were derived from the main objective of the study. Some themes of the instrument were self-designed and others were adapted from a similar study by Dehue et al. (2008), who looked at cyberbullying experiences of youth. The instrument was tried out in a pilot study in grade 12 classes in two high schools at Mbazwana in a bid to find out whether the learners would understand the questionnaire. Post-high school learners were considered to be at a similar level as the grade 12 learners polled. The pilot study proved its own importance: students who filled in the questionnaire indicated that they were not familiar with some terms and the researchers had to simplify the language to make it more understandable. Findings A large portion of the youth studied (45 per cent) indicated that they used their smartphones to access the internet, 25 per cent identified libraries as their source of access to the internet and 13 per cent reported accessing the internet from community laboratories (usually found in Department of Education centres). In total, 13 per cent of respondents reported accessing the internet from friends’ computers. Last, the smallest proportion at 4 per cent reported having internet access via their home desktop computers. The South African Mobile Report (2014) reveals that a great majority of South Africans access the internet via their own smartphones. These findings might indicate that many people nowadays do indeed have internet access in their regions. Research limitations/implications The results of this study indicate that not all households own a desktop computer, as some people rely on community laboratories and others rely on friends who own desktop or laptop computers. Practical implications The study results reveal that most students who did the computer literacy course consider themselves at an “intermediate” level. It was noted that cellphones/smartphones play a significant role in gaining access to the internet and to social networking applications in rural communities. The social media applications most visited by youth in this study were shown to be Facebook and WhatsApp. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. Social implications Social media give people ample opportunities to interact and socialise with other people in global context. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. It is hoped that insights gained from these findings may have a positive effect in the rural communities if awareness programmes are put in place to enable the youth to interact with the modern technologies and handle them in an ethical manner. Originality/value The contribution to the world of knowledge is that this study gives a clear indication of experiences and perceptions of cyberbullying in rural areas in South Africa. This will inform other scholars who want to engage in similar studies in different contexts that can be compared with the results of this study. It is notable that one cannot predict one’s own knowledge of a certain aspect of a community until one has fully engaged in research. Prior to this study, the researchers did not know whether the rural community youth participated in cyberbullying.

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Huysamer, Carolyn, and Johannes Seroto. "Hazing Practices in South African Schools: A Case of Grade 12 Learners in Gauteng Province." SAGE Open 11, no. 3 (July 2021): 215824402110321. http://dx.doi.org/10.1177/21582440211032177.

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Hazing is an ancient, universal practice. In past and modern societies, the need to join a group is an aspect of humanity. The process of joining a group frequently includes the need to be hazed to legitimate full membership. This article uses the theoretical frameworks of Foucault and Bourdieu’s perspectives of social order, Tajfel and Turner’s theory of social identity, and Bandura’s theory of moral disengagement to inform the phenomenon of individuals joining groups. In particular, the study has sought to ascertain why those who haze are motivated to act. A grounded theory was developed through interviewing young adults, who planned hazing activities while in positions of leadership as Grade 12 learners in Gauteng schools. The grounded theory shows that hazing although enacted by an individual is not solely driven by that person, but rather hazing is a means of cultural reproduction. The developed theory is grounded and was verified through interviewing stakeholders in the school community who had extensive knowledge of the school culture and of Grade 12 learners.

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Strydom, M. A. A., P. J. Pretorius, and G. Joubert. "Depression and anxiety among Grade 11 and 12 learners attending schools in central Bloemfontein." South African Journal of Psychiatry 18, no. 3 (August 1, 2012): 5. http://dx.doi.org/10.4102/sajpsychiatry.v18i3.356.

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Objectives. Anxiety disorders are the most common childhood psychiatric disorders. Previous research suggests that South African rates may be high. Our study examined the prevalence and severity of anxiety and depression among Grade 11 and 12 learners attending schools in central Bloemfontein. Learners’ perception of the important stressors as well as the most relevant coping strategies were investigated. Methods. A cross-sectional study was conducted by using self-assessment rating scales and questionnaires. The Hospital Anxiety and Depression Scale (HADS) was used to screen for anxiety and depressive symptoms. Participants were provided with an additional list of possible stressors and coping skills, from which they identified those applicable to themselves. All students enrolled in Grades 11 and 12 at the selected schools during August 2009 were eligible for inclusion.Results. Five hundred and fifteen learners participated in the study, of whom 32.0% presented with moderate or severe anxiety and 5.3% with moderate or severe depressive symptoms. Mild symptoms were reported by an additional 29.0% on the anxiety subscale and 14% on the depression subscale of the HADS. Academic workload was reported as the main source of stress (81.4%).Conclusions. Although the study has limitations in terms of methodology and size, resulting in undetermined validity, it indicates possible higher prevalence rates for anxiety and depression than in previous South African studies and worldwide prevalence rates for adolescents. Pupils were generally hesitant to seek help from formal assistance structures provided by the schools, and preferred discussing problems with parents or friends.

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Peltzer, Karl. "FACTOR STRUCTURE OF RELIGIOUS PROBLEM – COPING STYLES IN AN AFRICAN SAMPLE." Social Behavior and Personality: an international journal 30, no. 5 (January 1, 2002): 509–14. http://dx.doi.org/10.2224/sbp.2002.30.5.509.

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The aim of the study was to determine the factor structure of the Religious Problem-Solving Scale in an African population. The sample included 624 students: 314 Grade 12, secondary school students and 310 third year social science university students in South Africa. The principal component analysis with varimax rotation yielded three components accounting for 64% of the total variance. The first factor contained 12 items from the Deferring scale, the second 12 items of the Self-Directing scale and the third factor 12 items from the Collaborative scale. The Deferring rather than the Collaborative religious problem-solving style seems to be more prevalent in this African sample than among western subjects.

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Peltzer, Karl. "HEALTH-PROMOTING LIFESTYLES AND PERSONALITY AMONG BLACK SOUTH AFRICAN STUDENTS." Social Behavior and Personality: an international journal 30, no. 4 (January 1, 2002): 417–22. http://dx.doi.org/10.2224/sbp.2002.30.4.417.

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The aim of this study was to investigate health-promoting lifestyles (HPLP) and personality in black South African students. The sample included 606 students: 236 Grade 12, secondary school and 370 first year social science university students in South Africa. Results indicate a reasonable percentage of health-promoting lifestyles with a mean of 2.72. Secondary school students reported more overall health-promoting lifestyles than did university students. Multiple stepwise regression identified the Lie scale, Neuroticism, and Psychoticism as independent predictors for the total HPLP; Extraversion, gender and group (=secondary or university students) were excluded.

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Motlhabane, Abraham. "UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS’ REVISED TAXONOMY." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 919–31. http://dx.doi.org/10.33225/jbse/17.16.919.

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The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on factors that lead to poor performance in the Physical sciences as well as the alignment of the grade 12 Physical Sciences examination with the core curriculum in South Africa. On the contrary, this research paper focuses on a different aspect: the weaknesses and the strengths of the Physics examination questions. It addresses the question of how the Physics examination questions cover higher and lower order level questions in the Bloom’s revised taxonomy. To answer this question, the Physics examination questions of the year 2014 and 2015 were analysed using Bloom’s revised taxonomy of learning objectives. The examination questions were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. The results show that third level cognitive skills were more prevalent than other ones. Furthermore, examiners asked questions that require application and few questions requiring the recall of knowledge. Keywords: physics examination, revised Bloom’s taxonomy, quality of education.

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Lewis, Suzanne Grant. "Testing Hope: Grade 12 in the New South Africa (review)." Feminist Formations 23, no. 3 (2011): 190–92. http://dx.doi.org/10.1353/ff.2011.0032.

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Bhana, Anrusha, and Sachin Suknunan. "Exploring leadership factors creating employee engagement or disengagement across job grade categories at a public higher education institution in South Africa." Problems and Perspectives in Management 19, no. 1 (March 18, 2021): 317–27. http://dx.doi.org/10.21511/ppm.19(1).2021.27.

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Ongoing difficulties in promoting employee commitment confront the domain of higher education, hence, the importance of staff to help achieve institutional goals grows. For this to happen, employee engagement is key. This paper examined the issues of engagement or disengagement amongst employees, including job grades and the factors influencing this, at Durban University of Technology, South Africa. It adopted a quantitative and qualitative method of inquiry. The quantitative data collection targeted 420 employees utilizing questionnaires and obtained a response rate of 312 (74%). The qualitative aspect involved interviewing 12 out of 18 leadership personnel, giving a response rate of 67%. Also, descriptive and inferential analysis was used. Internal employee engagement demonstrated a significant difference across job level categories, F (4, 307) = 4.012, p = 0.003. There is also a significant difference in agreement mean score, which is lower for lecturer grade level (M = 2.5257, SD = 1.08359) than middle manager grade level (M = 3.2909, SD = 0.82396), showing that lecturer grade level is more engaged as compared to the middle manager level reflecting that the this level is not as engaged as it should be. Obtained qualitative results showed that there was minimal employee engagement. Overall, there was more employee disengagement than engagement at the institution, leading to employee stress, increased employee turnover, and minimal employee productivity. This can, in turn, affect institutional productivity. However, leadership viewed employee engagement as important and something to be further developed.

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Mbhiza, Hlamulo. "Witchcraft and Mathematics Learning in South African Rural Schools." Interdisciplinary Journal of Education Research 3, no. 1 (March 9, 2021): 27–36. http://dx.doi.org/10.51986/ijer-2021.vol3.01.03.

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In South Africa, there is no adequate research that explored mathematics learning and teaching within rural schools and classrooms. Various literature posits that mathematics education research has virtually over-concentrated on urban and township schools and consistently ignored rural contexts and schools. Arguments exist that rural education and rural education research have been understudied in South Africa. Presumably, this would include mathematics education research as well. This paper explores the relationship between witchcraft beliefs, which is considered as an entrenched cultural phenomenon, and learners' mathematics learning within rural classrooms. In this paper, the local influences include that the learners end up not demonstrating their full understanding of mathematics contents because of the beliefs that if they exhibit their knowledge of the subject, they may be bewitched. Cultural Relativism was used to theorise the study within qualitative critical phenomenology as a methodology for the study. The study comprises 12 mathematics learners from a rural Acornhoek region in Mpumalanga Province, and data were collected using individual semi-structured interviews while the collected data were analysed using Critical Discourse Analysis. Findings from this study illuminated that local beliefs and knowledge such as witchcraft exert significant influence on schools and learners' learning, including learners' not demonstrating their optimum understanding of mathematics.

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Francis, Leslie J., Shirley Kerr, and Christopher Alan Lewis. "Assessing Attitude towards Christianity among Adolescents in South Africa: The Francis Scale." South African Journal of Psychology 35, no. 1 (March 2005): 147–55. http://dx.doi.org/10.1177/008124630503500109.

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To facilitate cross-cultural research in the psychology of religion, a sample of 453 young people from Grades 8, 9,10,11 and 12 attending a secondary school within the provincial education department in South Africa completed the Francis scale of Attitude Towards Christianity. The data provide preliminary evidence that supports the reliability and validity of this instrument, and commend it for further examination across a wider and more representative sample of learners within other ethnic and language groups in South Africa.

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Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.

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In a country where there is a consistent loud outcry about school achievement of youth in the final school examination in Grade 12, attention has recently shifted to children in the primary school. The very founding of this journal was motivated by a deep concern about research in childhood education and children’s lives. Questions were being asked about what happens in the first years of schooling, about the suitability of the national curriculum for such a diverse population, about specialised research in the field of learning in the early years, and about teaching with care and with insight, knowing who the children of this nation are. The journal took an early stand when, at its launch in 2010, the editor noted that the notion of a national foundation phase curriculum assumes the existence of a ‘national’ Grade 1 learner. In South Africa there are children who come to school, well prepared for the demands of school – and there are others who come with only their survival records in homes of extreme poverty, of absent parents and of families broken by the effects of the history of the nation and the effects of disease. Much as we would like to see a standard of performance expected from the ‘national’ young learner, we need to see the layers of diversity too. Can such a stratified population, socially fractured in many ways, truly enact a differentiated curriculum for children who have so much and for children who have so little at the same time and at the same pace? Can our foundation phase classes be truly inclusive? It remains a vexing question. Much research is needed to even try to give a robust response. In recent years, in the research of the Centre for Education Practice Research at my home institution, we have encountered more than 3000 children between five and seven years old in an extensive interview test of mathematical cognition. In the process we found children who had never encountered a print drawing and children who did not know that a page can be turned. However, the very same children had a perfectly normal idea of approximate number and size. We regard this as evidence that they have the core knowledge of number that has to be developed by systematic instruction and caring apprenticeship in classrooms. But for that they would need teachers who know them as well as they know the latest curriculum and its suggested tools of teaching. This is but one example of how important teacher education is and how important it is that we should investigate both learners and teachers, but also teacher education and teacher educators. Teachers and their educators at universities have their own view of children, of learning and of childhood. Much as we may all agree that the core activity of schools is for the young to learn the three Rs and the subject areas of the curriculum, there are researchers who are opposed to a developmental view of learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the young learn and are initiated – and thus develop – in the work of school (and society). SAJCE– December 2014 ii In the SAJCE we welcome different views on child learning and celebrate South Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and childhood constitute the subject knowledge that is foundational in the foundation phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge of how children the world over have core knowledge systems, as argued by cognitive developmental psychologists and neuroscientists, and we have a composite picture of what the object of teacher education is – to know 1) the learner and 2) the subject content, but also 3) the self as teacher. This ‘didactical triangle’, was already proposed as view of teaching in the 17th century in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century, for some reason, the English- speaking world used the term ‘didactic’ to denote teacher-centred learning, while Comenius proposed what can arguably nowadays be termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher education department at the University of Helsinki, recently noted that PCK is the transformation of subject content knowledge by infusing it with knowledge of the learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while taking full cognisance of Shulman’s model (Shulman 1986). But, views on teaching become more complicated when teachers are faced with children who enter Grade 1, but who are not ready to embrace the way of life at school. Bruwer and her co-authors report in this issue on teachers’ views on the predicament they face when children need to cross the liminality boundary – when they are still ‘betwixt and between’ life as an informal learner and life in school, where they have to be inducted into life as a formal learner in a national curriculum. In the same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address the issues that rural multigrade teachers and learners face”. Seldom do educational researchers contemplate this very real issue. I was in the same class in Grade 1 as my brother, who was then in Grade 8, in a little farm school. I recall vividly how we young ones spent much time making clay oxen while they were doing indecipherable maths on the writing board. When more than one language is used, or required to be used, in a single classroom communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen and Samuel write about a narrative inquiry that was conducted in Mauritius, noting that the “narrative inquiry methodology offered rich possibilities to foray into these [teachers’] experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning”. Added to the multilayered types of knowledge around which a teacher needs to negotiate her way in a foundation phase classroom, are knowledge and understanding of children’s transition from one grade to the next. Nieuwenhuizen and co-authors found that the move from Grade 2 to Grade 3 is notably more difficult for children than earlier grade transitions. I wish to add that it is also a grade transition that requires much more of the learning child in volume and in pace of learning; the transition Editorial requires a ‘mature’ young learner who has worked through the curriculum of the earlier grades effectively. Kanjee and Moloi not only present information about ANA results, but show how teachers utilise these in their teaching. To that, the editorial team adds: what is the national testing ritual really doing for teachers? Are there many unforeseen and even unintended effects? Many teachers may say that it alerts them to gaps in their own knowledge and pedagogy and, especially, we would think, the way in which they assess children’s learning effectively. While Kanjee and Moloi invoke local national tests, Fritz and her co-authors from Germany, Switzerland and South Africa show how a mathematics competence and diagnostic test for school beginners found its way from Europe to South Africa. They point to the challenges of translating an interview-based test and of validating it in a local context in four languages. With the promise that the test will be normed in this country, the foundation phase education as well as the educational psychology community may stand to benefit from such a test, which is theoretically grounded in children’s conceptual development. The matter of teaching with formative assessment as pedagogical tool comes to mind whenever one discusses assessment. In an article by Long and Dunne, one reads about their investigation into teaching of mathematics with a very specific angle – how to “map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast paced curriculum it is not possible to fill all the gaps. Who knows what the effect may be for future learning of children who move through a curriculum quite rapidly? Staying in the early grade classroom, Sibanda explores the readability of two textbooks for natural science learning for Grade 4 learners. She touches on one of the sensitive nerves of South African school education, namely the English language. In her analysis of two textbooks, using a range of methods of text analysis, she comes to the conclusion that the books are simply too difficult to read. She argues that the authors have not taken into account that both vocabulary and syntax have to be taught systematically in order for Grade 4 children to be able to read texts in a language they do not know well, for one, and in a discourse of science writing that is new for them as well. Ragpot narrates the story of how an instructional film, #Taximaths: how children make their world mathematical, was conceptualised, scripted and produced with senior undergraduate students at UJ. This artefact serves not only as higher education material in teacher education, but is also used as material for teacher development.1 This issue of the journal is rounded off by an important contribution about the ethics of research on children. Pillay explains how experts in ethics have advised him in the work they do in the National Research Foundation South African Research Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg. The reader is reminded that care of vulnerable children and the protection of their rights should be high on the list of educational practice and its research. iii SAJCE– December 2014 The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah Gravett and it celebrates a programme of research and development of the South African Department of Higher Education and Training, with funding support from the EU. The Strengthening Foundation Phase Teacher Education Programme started in 2011 and included most of the universities in the country. The issue promises to be a milestone publication on teacher education for the primary school. Editorial greetings Elizabeth Henning

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Ravhuhali, Fhatuwani, Takalani S. Mashau, and Miringo S. Baloyi. "Re-writing Grade 12 Examinations in South Africa: Students’ Dreams to Improve or a Sense of Neglect and Despair? (Re-writing Grade 12)." International Journal of Educational Sciences 11, no. 1 (October 2015): 69–77. http://dx.doi.org/10.1080/09751122.2015.11890376.

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Grewal, Ajmer S. "Sex Differences in Algebra by Senior Secondary School Students in Transkei, South Africa." Psychological Reports 83, no. 3_suppl (December 1998): 1266. http://dx.doi.org/10.2466/pr0.1998.83.3f.1266.

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No sex difference in algebra achievement for a sample of 311 Standard 10 (Grade 12) students (140 boys and 171 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, was observed.

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Bhorat, H., and M. Oosthuizen. "Determinants of Grade 12 Pass Rates in the Post-Apartheid South African Schooling System." Journal of African Economies 18, no. 4 (December 25, 2008): 634–66. http://dx.doi.org/10.1093/jae/ejn027.

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Cherian, V. I., and J. A. Moeketsi. "Relation of Self-Concept with Scholastic Achievement of High School Pupils in South Africa." Psychological Reports 83, no. 3_suppl (December 1998): 1362. http://dx.doi.org/10.2466/pr0.1998.83.3f.1362.

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In assessing the relationship between rated self-concept and scholastic achievement of 227 Grade 12 students (ages ranging from 15 to 35 years) in the Northern Province of South Africa, questionnaire scores had a Cronbach a of .81. Ratings correlated .22 with matriculation examination grades.

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Cherian, Lily. "Attitudes towards Science of South African Northern Sotho-Speaking Pupils." Psychological Reports 91, no. 1 (August 2002): 127–30. http://dx.doi.org/10.2466/pr0.2002.91.1.127.

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A face valid set of 22 highly intercorrelated items was developed to investigate the attitudes towards science of 793 Grade 12 pupils (age ranging from 17 to 24+ years) in Lebowa, South Africa. Analysis indicated the attitudes of these students towards science were neutral and hardly enthusiastic, which would encompass negative, neutral, and positive attitudes.

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Peltzer, Karl. "Factors affecting condom use among junior secondary school pupils in South Africa." Health SA Gesondheid 5, no. 2 (October 23, 2000): 37–44. http://dx.doi.org/10.4102/hsag.v5i2.30.

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The aim of the study is to investigniefi2ctors affecting condom use among junior Secondary School pupi1s in South Africa. The sample included 446 Grade 10 Secondary school pupils, 200 (44.896) ma1e and 246 (55.2%),females within the age range of I0 to 30 years (M age 16.6 years, SD = 2.5) from three rural schools in one region of the Northern Province in South Africa. Main outcomes measures included sexual activity and condom use (12 items), source of “condom” information (12 items), knowledge of correct condom use (10 items), a 16-item AIDS Health Belief Scale and a 28-item Condom Use Self-Efficiency Scale. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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Mouton, N., G. P. Louw, and G. L. Strydom. "Present-Day Dillemas And Challenges Of The South African Tertiary System." International Business & Economics Research Journal (IBER) 12, no. 3 (February 19, 2013): 285. http://dx.doi.org/10.19030/iber.v12i3.7672.

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The Education White Paper 3 on Higher Education aimed to transform the higher education system. Change within tertiary education included adjusting the size and shape of institutions, the meaning of autonomy and accountability, the nature of higher education, the character of student demographic distribution, management and governance, roles of student politics, models of delivery, the notion of higher education in terms of the relationship between free trade and public good, programme changes and the nature of the academic workplace. At this stage, transformation in higher education is leaping outwards to fulfil the criteria set by international competitiveness and related efficiency criteria that can be attributed to globalisation pressures and to deeper factors inherent in the nature of higher education, especially in terms of its resistance to change and modernization. In this regard, the tertiary higher education system in South Africa is faced with many multi-dimensional challenges that need to be addressed in this article. This includes stating whether Grade 12 results as the outcome of this exit point at school level are, internationally speaking, a reasonable predictor of first-year academic success at university. In South Africa, there is no benchmarking of the National Senior Certificate (NSC) examination; therefore, first-year students have difficulty in adapting to the university environment as they find themselves devoid of indispensable bases for the pursuit of their studies and the weakness of the level of education given at school level in a large number of instances. Furthermore, five universities were placed under administration in the 2011-2012 period because of appallingly poor levels of management, which adds extra layers of suspicion to the notion of the impact of higher education in South Africa. Many other challenges are facing the South African tertiary education system, which will be analysed and recommendations arrived at that will attempt to contribute to an enhancement of tertiary education in South Africa.

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Ramnarain, Umesh, and Aleyamma Joseph. "Learning difficulties experienced by grade 12 South African students in the chemical representation of phenomena." Chem. Educ. Res. Pract. 13, no. 4 (2012): 462–70. http://dx.doi.org/10.1039/c2rp20071f.

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Maponya, Naume, and Isaac Oluwatayo. "Economic Efficiency of Table Grape Production in Waterberg and Sekhukhune Districts, Limpopo Province, South Africa." Zeszyty Naukowe SGGW w Warszawie - Problemy Rolnictwa Światowego 20(35), no. 3 (November 13, 2020): 36–52. http://dx.doi.org/10.22630/prs.2020.20.3.16.

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Table grape production plays an important role in the economy of many countries in Africa. It serves as a source of income for the people who are engaged in its production and being one of the enterprises that is labour-intensive, thereby providing employment for more people. The main purpose of this study was to analyse the economic efficiency of table grape production in Waterberg and Sekhukhune Districts of Limpopo province, South Africa. The study used primary data collected through administration of structured questionnaires on a sample of 12 farmers by employing a snowball sampling method. Analytical tools employed include descriptive statistics (such as tables and frequencies), Stochastic Frontier Model and Technical Inefficiency Model. Results from data analysis revealed that in terms of efficiency, farming experience (p

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Fennie, Thelma, Mokgadi Moletsane, and Anita Padmanabhanunni. "Adolescents' experiences of menarche and menstruation in disadvantaged schools in South Africa: a qualitative exploration." Health Education 121, no. 4 (May 4, 2021): 408–19. http://dx.doi.org/10.1108/he-12-2020-0122.

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PurposeThis study explores how menstruation is perceived, experienced and navigated by school-going adolescent girls living in low-to-middle income settings in South Africa. Existing research from developing countries suggest that the onset of menstruation has implications for school attendance and academic performance. There is evidence that menstrual cycle–related symptoms (primarily physical) lead to difficulties in, or interference with, and disengagement from school, social relations, and physical activities (van Iersel et al., 2016; Steiner et al., 2011; Kiesner and Pastore, 2010; Taras, 2005). The onset of menstruation can be shame-inducing and has been associated with anxiety and confusion. Few studies have been conducted on menstruation in countries with a history of sectarian violence and characterised by substantial socio-economic disparities and high levels of gender-based violence. Understanding the experiences of girls in these contexts is important in generating contextually-grounded knowledge and appropriate interventions.Design/methodology/approachA qualitative, exploratory, descriptive and contextual research design was used to collect data from 48 adolescent girls aged 13–16 year-old. A total of six focus group discussions (FGDs) were conducted using a semi-structured questionnaire among a purposive sampling method. Data collected were transcribed verbatim and thematically analysed. Written parental consent was obtained for participants under 18 years old.FindingsThe findings illustrated complex psychological experiences in response to menarche and menstruation. Experiences of shame in relation to menstruation were aggravated by unsupportive responses from school teachers. Challenges such as scarcity of sanitary products were experienced as creating a barrier for girls' school attendance.Research limitations/implicationsExisting research from developing countries suggests that the onset of menstruation has implications for school attendance and academic performance. The research data includes the views of adolescent learners and their negative reactions and positive experiences towards menstruation within the school environment.Practical implicationsGiven the comparative paucity of research emerging from developing countries in sub-Saharan Africa, this paper addresses an important gap in the literature by providing contextually-nuanced information about the menstrual experiences of adolescent girls. The study can further provide information for efforts made by the Department of Education and Department of Health regarding the impact of menstruation on adolescent girls' school attendance.Social implicationsThis study provides important insights regarding the experiences of South African school girls in relation to menstruation. Although dominant feelings of shame, confusion and disgust may surround menstruation, the study also highlighted potential positive experiences associated with menstruation. Teachers and school administrators need to be oriented towards the needs of adolescent girls if issues regarding poor school attendance are to be addressed.Originality/valueTo reduce absenteeism in schools and ensure learners are provided with improved allocation of sanitary products in schools, there is a need for the advocacy regarding sexuality education and resources to promote the psychological health of adolescent girls.

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Parker, Diane. "Grade 10–12 Mathematics curriculum reform in South Africa: A textual analysis of new national curriculum Statements." African Journal of Research in Mathematics, Science and Technology Education 10, no. 2 (January 2006): 59–73. http://dx.doi.org/10.1080/10288457.2006.10740605.

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Kulubya, Mathlas M., and Michael J. Glencross. "Mathematics Achievement and Attitudes of Senior Secondary-School Students in Transkei, South Africa." Psychological Reports 80, no. 3 (June 1997): 915–19. http://dx.doi.org/10.2466/pr0.1997.80.3.915.

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In a study of mathematics achievement and attitudes toward mathematics, a sample of 266 Standard 10 (Grade 12) students (98 boys and 168 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, were administered a mathematics achievement test and an attitude questionnaire. Contrary to other studies analysis showed no significant relationship between students' scores on measures of mathematics achievement and attitudes.

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Journal articles on the topic 'Grafe 12 learners-South Africa'

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