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1
Evans, Rinelle, and Ailie Cleghorn. "Complex language encounters: Observations from linguistically diverse South African classrooms." Language and Literacy 12, no. 2 (October 18, 2010): 30. http://dx.doi.org/10.20360/g26p4r.
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This article reports on the initial observation phase of a larger, longitudinal project that explores complex language encounters in grades R (Reception) to 3 classrooms in South Africa. Complex language encounters refer to teacher-learner exchanges that take place when neither teachers nor learners are first language speakers of the language of instruction, in this case English. Observations during teaching practice visits to linguistically and culturally diverse South African urban classrooms yielded several vignettes that illustrate the need for teachers to be provided with strategies to lessen the confusion of some language encounters. Although preliminary, our findings underline how critical it is for teachers to possess full proficiency in the language of instruction as well as cross-cultural competence. That is, in order to attend adequately to diverse learners’ sense-making efforts, teachers need to know how to relate to learners by ‘border crossing’ linguistically, culturally and conceptually.
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Mothobi, Neo, Linda Van Ryneveld, and Marien A. Graham. "A Cross-Country Comparison of Mathematics Teachers' Beliefs About Technology in Education." International Journal of Information and Communication Technology Education 17, no. 4 (October 2021): 1–13. http://dx.doi.org/10.4018/ijicte.20211001.oa13.
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The purpose of this study was to determine how South African learners compared with their selected international counterparts according to their teachers’ views. The analysis was based on predictor variables that are related to the use of computer activities in teaching and learning. These variables were extracted from the 2011 Trends in Mathematics and Science Study teachers’ datasets and linked to the learners’ data. The results revealed that regardless of the socio-economic status between South Africa and each of the countries, it could be claimed that some similarities can be fostered. Similarity does not imply being totally identical, but rather demonstrates which teachers responses between South Africa and each of the countries might have the same structure after the statistical analysis. The differences in teachers’ beliefs between South Africa and all the countries provided vital information about the scope of possible classroom practice and teachers’ inclination to different teaching approaches.
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Kempen, Maria Elizabeth, and Gertruida Maria Steyn. "An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools." Journal of Asian and African Studies 52, no. 2 (July 27, 2016): 157–71. http://dx.doi.org/10.1177/0021909615570950.
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Professional development of teachers has been found to be a key initiative in raising standards in South African schools. The aim of this study was to establish the value of the continuous professional development programme on teachers’ learning, learners’ outcomes and whole school change in six special schools in South Africa. The focus was on the adaptation of ‘Learn Not to Burn’, a fire safety programme, and teacher and learner support materials for an inclusive classroom. The study proved that a staff development model based on collaborative networking in the specific context of special education can bring about significant social capital with gain particularly in teachers’ professional capacity, learner outcomes and whole school improvement.
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Mabena, Nomsa, Patricia Namayammu Mokgosi, and Selina Serole Ramapela. "FACTORS CONTRIBUTING TO POOR LEARNER PERFORMANCE IN MATHEMATICS: A CASE OF SELECTED SCHOOLS IN MPUMALANGA PROVINCE, SOUTH AFRICA." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 451–66. http://dx.doi.org/10.33225/pec/21.79.451.
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Learners’ mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners’ confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, language barriers and learner attitudes. Teachers’ factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry. Keywords: poor performance, senior phase, qualitative research, case study design
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Mahlangu, Pinky, Esnat Chirwa, Mercilene Machisa, Yandisa Sikweyiya, Nwabisa Shai, and Rachel Jewkes. "Prevalence and factors associated with experience of corporal punishment in public schools in South Africa." PLOS ONE 16, no. 8 (August 12, 2021): e0254503. http://dx.doi.org/10.1371/journal.pone.0254503.
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Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.
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Soldaat, Leza J. "More Than a Teacher: Understanding the Teacher-Learner Relationship in a Public High-School in South Africa." Journal of Educational and Developmental Psychology 9, no. 1 (April 26, 2019): 77. http://dx.doi.org/10.5539/jedp.v9n1p77.
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Teaching is considered a caring occupation due to the nature of the interaction between teachers and learners (Hocschild, 1983). Care giving can be a demanding task, however, emotional labour invested in the occupation – with regards to their relationships with learners – contributes to job satisfaction, commitment and be emotionally rewarding. The proximity or distance of these relationships are dependent on five emotional geographies, namely socio-cultural, moral, professional, physical, and political relatability (Hargreaves, 2001). This paper draws on a case study of teachers at a former Model C high-school in South Africa to examine the formation and development of relationships formed between the teacher and learner. The article suggests that teachers adopt three additional roles outside that of teaching. These roles, the coach, counsellor, and parental figure, foster emotional understanding (Denzin, 1984) between the teacher and learners, which creates a positive classroom climate. These roles are deemed necessary for the fulfilment of successful relationships with learners. However, there are challenges which teachers face when attempting to develop these bonds with learners, which include a negative classroom climate, socio-cultural distance, and sexual harassment – faced by women teachers.
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Hooijer, Elizabeth Lynne, Dr Martyn Van der Merwe, and Dr Jean Fourie. "Symbolic Representations as Teachers Reflect on Inclusive Education in South Africa." African Journal of Teacher Education 10, no. 1 (May 4, 2021): 127–52. http://dx.doi.org/10.21083/ajote.v10i1.6549.
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The inclusive education movement generated many changes in the education system worldwide, resulting in teachers needing to change their practice and beliefs and implement inclusive teaching strategies to accommodate a more diverse learner population. Numerous professional development courses were conducted in South Africa, however the expected change in attitude and practice proved difficult to achieve for many. Even after attending such courses, teachers found it challenging to establish inclusive learning environments, believing they did not have the necessary skills and resources to teach learners with divergent learning needs. This study explored the pivotal role of teachers and their personal perspectives of themselves as inclusive practitioners in South Africa after attending a professional development course on inclusive education strategies. A qualitative, interpretative research design was utilised whereby visual symbols alongside written reflections were analysed to identify changes in teachers’ knowledge, beliefs and practice. Findings revealed that teachers’ knowledge had increased, their attitudes towards learners with diverse needs was more positive, they felt more confident in their own abilities and more equipped for the task. Critical reflection emerged as an essential skill for teachers to be able to question their beliefs and rethink their practice but that this skill needed to be actively taught and encouraged in order to change prevailing perceptions of diversity and improve teaching practice.
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Dwarika, Veronica Melody. "Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy." Intervention in School and Clinic 55, no. 3 (April 25, 2019): 192–96. http://dx.doi.org/10.1177/1053451219842212.
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Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management practices in South African schools and emphasizes the value of teacher agency and enabling to support the argument that the outcomes of challenging learner behavior need not result in the exclusion of learners.
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Benjamin, Louis, and Lilian Lomofsky. "The Effects of the Observation of Dynamic and Static Assessment on Teachers’ Perceptions of Learners with Low Academic Results." Journal of Cognitive Education and Psychology 2, no. 2 (January 2002): 97–118. http://dx.doi.org/10.1891/194589502787383281.
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The study contrasts and compares the effect of the observation of dynamic and static assessment approaches on teachers’ perceptions in the changing context of the South African Education system. The study was implemented in two schools on the Cape Flats, in Cape Town, South Africa. The Cape Flats is a historically disadvantaged area of Cape Town. From the results of this study, it can be concluded that the teachers in the experimental group, who observed a dynamic assessment, developed a more optimistic stance towards the learners than the teachers in the comparison group, who observed the static assessment battery. The teachers in the experimental group responded positively towards the mediational teaching style and process related aspects of the dynamic assessment procedure, whereas in the comparison group the teachers concerns about their learners were reinforced as a result of their low performance on the static test battery. The outcome of the study provides support for the use of dynamic assessment approaches within the South African context and reinforces the limitations and possible dangers of the use of static testing approaches with learners with low academic results.
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Thaba-Nkadimene, Kgomotlokoa Linda. "The influence of educational provision on teacher performance and learner outcomes among Limpopo primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a2039.
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In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners’ right to education. Such infringement exacerbates learners’ demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools.
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Bergman, Manfred Max, and Zinette Bergman. "Perspectives of learners and teachers on school dysfunctions in South Africa." Education as Change 15, sup1 (December 2011): S35—S48. http://dx.doi.org/10.1080/16823206.2011.643620.
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Spokazi, Matshikiza, Simon Luggya, and Magdaline Tanga. "The Medium of Instruction in a Multicultural Classroom: Teachers’ Perspectives in the Eastern Cape Province of South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 342–55. http://dx.doi.org/10.26803/ijlter.20.1.19.
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The South African Government has instituted a policy of multicultural education (ME) to ensure inclusivity and equal learning opportunities for all learners. This paper aimed to explore teachers’ perspectives on the medium of instruction in a multicultural classroom. The paper was extracted from a thesis that examined multiculturalism in selected schools in South Africa. A sample of 18 participants was purposively selected from two urban schools that have learners from different socio-cultural backgrounds in the Eastern Cape. The paper used the interpretive paradigm, which aligns with the qualitative approach. Data were analyzed thematically. The findings revealed that as a universal language, most participants preferred using English in the classroom. However, they sometimes code-switch to IsiXhosa and/or Afrikaans (two of the 11 official languages in South Africa) if the need arises. The participants also revealed attempts at balancing the use of English with learners’ first language, mostly during breaks, sporting, and cultural events, but they admitted this does not equal ME. Finally, the participants indicated that preference to teach in English was due to its universalism. Consequently, African languages have become receptors and not creators of knowledge. The paper concludes that despite the ME policy, teachers are not keen to practice it because of a lack of skills. It is recommended that the country be zoned into language areas and teachers be taught in at least two dominant languages of each region, excluding the English language, to ensure equal educational opportunities.
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Dube, Bekithemba. "Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach." Multidisciplinary Journal of Educational Research 10, no. 2 (June 15, 2020): 135. http://dx.doi.org/10.17583/remie.2020.5607.
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This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic.
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Chinyamurindi, Willie Tafadzwa, Clifford Kendrick Hlatywayo, Tatenda Shaleen Mhlanga, Chioneso Show Marange, and Tarisai Chikungwa-Everson. "Career decision-making amongst high school learners: A descriptive-exploratory study from South Africa." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 129–47. http://dx.doi.org/10.18844/cjes.v16i1.5516.
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The study examined factors influencing career decisions using a sample of high school learners in the Eastern Cape Province of South Africa. A mixed-method approach was utilised. In the quantitative phase of the study, a sample of 536 high school learners in South Africa filled out the Career Interest Inventory (Fisher & Stafford, 1999) in understanding factors that influence career decisions. Phase two sought to understand qualitatively how the identified factors from phase one influence the enactment of career decisions using focus groups with 60 learners drawn from the sample in phase one. Results from phase one showed that learners' career decisions were highly influenced by academic experiences and self-efficacy, parents, teachers, and peers, respectively. Learners perceived ethnic-gender expectations and negative social events as having low levels of influence when making career decisions. Female learners are significantly more highly influenced by parents, teachers, academic experiences, and self-efficacy than their male counterparts. Findings also reveal not only the complexity but also the sense-making that occurs when making career decisions. Implications are made based on these findings.
Keywords: Career counselling, career decisions, career development, high school learners;
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Ramalepa, Tshiamo N., Tendani S. Ramukumba, and Mmajapi E. Masala-Chokwe. "Teenage pregnancies in Bapong schools, Madibeng local municipality: Teachers’ views." South African Journal of Education 41, no. 2 (May 31, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1646.
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The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, Measures for Prevention and Management of Learner Pregnancy, stipulates teachers’ role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive sampling was used. In-depth interviews were used for data collection and content analysis was done through Tesch’s approach using open coding. The findings suggest that, despite being against learner pregnancy, teachers are more concerned with the educational success of pregnant learners. They view learner pregnancy as a threat to teachers, other learners and the school environment because they are not trained to deal with pregnancy-related problems. The findings also indicate that the Departments of Health and Education should collaborate in order to initiate a partnership between teachers, school health nurses, and midwives regarding learner pregnancy in schools.
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Waghid, Yusef. "On the Possibility of Cultivating Justice through Teaching and Learning: An Argument for Civic Reconciliation in South Africa." Policy Futures in Education 3, no. 2 (June 2005): 132–40. http://dx.doi.org/10.2304/pfie.2005.3.2.2.
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In this article the author explores possibilities for cultivating justice with reference to teaching and learning in (South African) universities. It is argued that teachers and learners ought to become responsive, democratic and critical – they need to act justly in order to break with South Africa's apartheid legacy. The author discusses why readiness, deliberation and responsibility – acts of justice – ought to unfold in South African university classrooms and, more importantly, how each characteristic can potentially engender responsiveness, democracy and criticism respectively. Finally, some of the implications of justice through teaching and learning for civic reconciliation in South Africa are explored. The author shows how a responsive (compassionate), democratic (deliberative) and critical (restive) disposition on the part of individuals can offer hope for enhancing civic reconciliation after decades of apartheid rule.
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Gamede, Vangeli Wiseman. "Cultural implications for learners’ effectiveness as governors of schools in rural South Africa." South African Journal of Education, no. 40(3) (August 31, 2020): 1–8. http://dx.doi.org/10.15700/saje.v40n3a1655.
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The South African Schools Act, 84 of 1996, articulates the establishment of School Governing Bodies, which authorises stakeholders such as parents, educators and learners to participate actively in decision-making processes pertaining to school governance. The Act further stipulates that learners, through the Representative Council of Learners, should be afforded full opportunity to participate in crucial decisions by the broader governing body. The reason for undertaking the study reported on here was triggered by the concern raised by various authors about the high level of ineffectiveness of learners as governors of schools in South Africa. This study explored and analysed the significance of culture in relation to learners’ effectiveness as governors of schools in rural South Africa. A qualitative research approach, based on a purposive sampling method and interviews, was espoused by engaging members of the Representative Council of Learners in certain selected high schools of the Harry Gwala district in KwaZulu-Natal. The findings of the empirical study investigation divulged that culture was one of the main impediments to learners’ effective school governance in the rural South African setting. The study recommends the intervention of the Department of Education, with the view of creating an environment conducive to active learner participation in school governance in rural areas.
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Sibanda, Senzeni, and Awelani M. Rambuda. "The Implementation of Formal Assessments in Intermediate Phase Mathematics at Primary Schools in South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 8 (August 30, 2021): 300–320. http://dx.doi.org/10.26803/ijlter.20.8.18.
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The purpose of this research was to explore the implementation of formal assessments in intermediate phase mathematics at primary schools. The research was elicited by reports that assessment methods and procedures for tackling learners’ needs had been observed to be insufficient in South African schools. The study is grounded in Piaget’s cognitive constructivism and Vygotsky’s social constructivism. The researchers conducted document analysis of teachers’ portfolios which were purposefully selected. Nine teachers– three from each of Grades 4 to 6 were sampled. The portfolios were analysed to establish whether the implementation of the formal assessments was aligned with the Curriculum and Assessment Policy Statement requirements. A checklist was used to determine teachers’ implementation of formal assessment. Measures of central tendency were used to analyse data. The results revealed that teachers were not developing the abilities of learners in handling complex mathematical procedures as per the requirements of the policy. This implies that learners lacked the ability to break down mathematical problems into different factors or constituent parts. Learners were given a test instead of a project or investigation. Hence teachers were not promoting cooperative learning which is advocated by the policy. Therefore, teachers should be assisted by knowledgeable colleagues and subject advisors in their adoption and use of assessment. There must be a close examination of the classroom observation tools that are currently being utilised. Classroom observation assists teachers to improve their assessment strategies. The Department of Basic Education should supply tablets to primary schools to promote social constructive interaction amongst teachers and learners to enhance effective teaching and learning.
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Tsanwani, Avhasei, Ansie Harding, Johann Engelbrecht, and Kobus Maree. "Perceptions of Teachers and Learners about Factors that Facilitate Learners' Performance in Mathematics in South Africa." African Journal of Research in Mathematics, Science and Technology Education 18, no. 1 (January 2, 2014): 40–51. http://dx.doi.org/10.1080/10288457.2014.884262.
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Omodan, Bunmi Isaiah. "Managing the Psycho-Social Vacuum of COVID-19 among Rural Learners through Ubuntu." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 266. http://dx.doi.org/10.36941/jesr-2020-0125.
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The advent of COVID-19 has thrown the world in upheaval, most notably in the operationalisation of secondary schools. Observation, bodies of existing literature, and experience have shown that rural secondary school learners are disillusioned and uncertain on the future of their academic development amidst the “psycho-social” vagueness regarding their schooling and well-being. This study draws its background from South African teachers’ perspectives and proposed Ubuntu as relational framework lensing through Transformative Paradigm to respond to the problem. Critical Emancipatory Research was adopted as a research design. Five secondary schools located in Thabo Mofutsanyane municipality of the Free State, South Africa, form the research site. Two teachers each were selected from the schools using the opportunistic selection approach. A semi-structured interview was used to collect data from the teachers on the challenges faced in managing learners during the pandemic and how to manage the effect of COVID-19 on the learners. Socio-thematic Analysis (StA) was used to analyse the data. The findings showed that learners in rural areas are disadvantaged through the poverty line, affected psycho-socially, and that the need for sociological and psychological supports for teachers and learners becomes expedient in the management of the vacuum created by COVID-19. The study concluded that the principle of Ubuntu during and after COVID19 is a possible means to ameliorate the vacuum.
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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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Zuze, Tia Linda, and Andrea Juan. "School leadership and local learning contexts in South Africa." Educational Management Administration & Leadership 48, no. 3 (November 27, 2018): 459–77. http://dx.doi.org/10.1177/1741143218814006.
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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.
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Mahlo, Dikeledi. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa." SAGE Open 7, no. 1 (January 2017): 215824401769716. http://dx.doi.org/10.1177/2158244017697162.
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This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.
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Kibirige, Israel, and Asaph Romolus Mogofe. "Integrating language literacy in physical sciences in Riba Cross District, South Africa." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.
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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments which are fundamental to language literacy, suggesting that integrating literacy in science teaching was inadequate. Learners had difficulties in contributing to word walls, writing reports, and arguing from evidence. The lack of integration suggests that teachers lacked training in integrating language literacy into science teaching. These findings underscore the need for workshops to enable teachers to incorporate language literacy in teaching Physical Sciences.
Keywords: arguing from evidence, integrate, language literacy, reading and report writing
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Ngirishi, Harrison, and Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.
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There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.
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Matlala, Sogo F., AGW Nolte, and MA Temane. "Secondary school teachers’ experiences of teaching pregnant learners in Limpopo province, South Africa." South African Journal of Education 34, no. 4 (November 30, 2014): 1–11. http://dx.doi.org/10.15700/201412052112.
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Mncube, Vusi, Lynn Davies, and Renuka Naidoo. "DEMOCRATIC SCHOOL GOVERNANCE, LEADERSHIP AND MANAGEMENT: A CASE STUDY OF TWO SCHOOLS IN SOUTH AFRICA." International Journal of Educational Development in Africa 1, no. 1 (December 19, 2014): 59–78. http://dx.doi.org/10.25159/2312-3540/45.
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This article reports on a qualitative study that investigated the functioning of school governing bodies (SGBs) as a tool for promoting democracy in two schools. Data was gathered through interviews, observations and document reviews. Findings revealed that democracy was in existence and practised at both schools and that it was characterised by shared decision making and acknowledged rights of individuals, representations, participation and equality. Two structures for promoting democracy were found to be in existence in both schools. These are school governing bodies and representative councils for learners. Such structures were found to be functioning effectively and contributing to the democracy in schools. However, although the learner voice was represented at both schools, learner participation in crucial issues in both the schools was limited. The study recommends that all teachers, learners and parent representatives on the SGBs be trained in skills such as deliberation, debate, dialogue and managing differences. Furthermore, training or capacity building related to advocacy skills and leadership development should be provided for all members of the SGBs, including teachers. The more learners, parents and staff are involved in school policy and decision making, the more there is a genuine community involvement in schools, and the more effective a school becomes. Also, schools need to move towards learnerinitiated decision making where learners initiate the process and invite adults to join them in making decisions. Also, there is need for teachers to be trained in democratic ways of operating in the school and classroom, which will possibly help them learn ways of working democratically in both the whole school and the classroom.
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Ayodele Ajani, Oluwatoyin, Nonhlanhla Doris F. Khumalo, Mncedisi C. Maphalala, and Samantha Govender. "Stakeholders’ Support for Large Scale Assessment in Schools: A Case of Annual National Assessment (ANA) in South African Schools." Journal of Social Sciences Research, no. 61 (January 25, 2020): 103–13. http://dx.doi.org/10.32861/jssr.61.103.113.
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Assessment is a crucial aspect of teaching and learning; it includes various means of assessing what learners could reproduce as product of learning. Annual National Assessment (ANA) is a large scale assessment with the sole aim of measuring learners’ achievement, growth and progress. Since the introduction and implementation of ANA in 2010, the analysis of the results from 2011 to 2014 has shown very little improvement in learner performance. This qualitative study sought to ascertain how stakeholders supported standardised testing to overcome its limitations, and can be used to improve teaching and learning in South African schools. The theoretical framework that underpins this study is the Hard Accountability Model. Themes were generated from the collected data from ten English teachers, ten Mathematics and ten Heads of Departments from ten grade six primary schools in King Cethswayo district, Kwa-Zulu Natal Province of South Africa. Findings revealed that stakeholders did not support adequately ANA to fulfil its purpose in schools. The study also indicated inadequate teacher development programmes to regularly capacitate teachers on how to improve ANA results. The study therefore recommended that the Department of Basic Education should ensure that teacher developmental programmes are conducted while curriculum advisors and School Management Teams should strengthen their supervision and monitoring in schools.
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Sekhukhune, C. D. "THE NARRATIVE OF DUAL MEDIUM IN A MULTILINGUAL CONTEXT OF A BLACK URBAN AREA IN GRADE R." International Journal of Educational Development in Africa 2, no. 1 (October 28, 2015): 70–83. http://dx.doi.org/10.25159/2312-3540/128.
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This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners’ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewer’s steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners.
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Stewart, Sandra Lilian, and Maropeng Modiba. "The Reading Grannies." Journal of Interdisciplinary Studies in Education 8, no. 2 (December 30, 2019): 147–72. http://dx.doi.org/10.32674/jise.vi0.725.
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This paper reports on an intervention intended to develop literacy amongst learners in a rural, state farm school situated in Kwa-Zulu Natal (KZN), South Africa. The principal and teachers in the school invited a group of volunteers, who named themselves the “Reading Grannies” into the school to model how to read an English text. The assumption was that listening to English read by first-language (L1) speakers, would expose learners to, for example, pronunciation, tone and expression and convey meaning better. In addition, both teachers and learners who were non-primary English speakers would develop an ear for the language and this would, in turn, help teachers to improve their teaching of English.
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Hugo, Anna Johanna. "A snapshot of the use of reading methods in primary schools in three provinces of South Africa." Per Linguam 37, no. 1 (2021): 28–44. http://dx.doi.org/10.5785/37-1-967.
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The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.
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Janse van Rensburg, Ona. "The school readiness performance of a group of Grade R learners in primary schools in the Gauteng Province of South Africa." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 19. http://dx.doi.org/10.4102/sajce.v5i1.352.
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Grade R is the year before learners in South Africa start formal schooling and has been part of the General Education Training Band (GET) since 1998. New efforts are being made to enable all five- to six-year-olds to attend a Grade R class. The nine provinces of South Africa approach this problem in different ways. Some of them, like Gauteng, try to establish Grade R classes at primary schools, but in the process seem to appoint many teachers with only minimum qualifications. This article reports on research requested by the Gauteng Department of Education about the school readiness of Grade R learners. The school readiness performance of 114 Grade R learners was measured by means of a standardized school readiness test. The results confirmed the worst fears of department officials: most of the participants were not school ready after attending a year in a Grade R class. The article concludes with some recommendations, among others that attention should be given to the qualifications of teachers and that parents should become more involved.
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Shaughnessy, Michael F., Tammy Lynne Moore, and Kobus Maree. "A reflective conversation with Kobus Maree, Faculty of Education, University of Pretoria, South Africa." Gifted Education International 29, no. 1 (March 19, 2012): 43–53. http://dx.doi.org/10.1177/0261429412440650.
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Always regarded as somewhat of an ‘outsider’ (the child of an Englishspeaking (Catholic) mother and an Afrikaans (Protestant) father in an exclusively Afrikaans milieu) and growing up extremely poor, seeing the hardship of others and realising how much talent was going to waste, Kobus Maree took a particular interest in gifted disadvantaged persons. A marginalised loner, he almost inevitably developed creative abilities and took a keen interest in creativity, giftedness and the education of gifted, disadvantaged learners. As an adult, his research showed that many teachers in South Africa have to contend with the generally poor socioeconomic background of learners. A dire need for appropriate teacher and learner support materials, and school environments that are not conducive to achievement (including inadequate facilities, overcrowded classrooms, lack of teacher and learner support materials). South Africa is at a critical stage in its education. It is therefore important for educators to teach emotional intelligence in their classrooms. Our biggest challenge will be to maintain and enhance vitality in gifted education in a dynamic, ever-evolving environment. A combination of scholarly leadership and strategic management to support gifted learners is important. We should do all we can to promote societal transformation and diversity, focussing anew on underrepresented groups (women and ethnic groups) who show promise and support them. The widest array of partners possible including the big institutional players, the entire teaching fraternity (including government departments), nongovernmental organisations and miscellaneous interest groups together should develop strategic, rolling five-year plans and make gifted education a priority.
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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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Mncube, Dumisani W., Rachel Gugu Mkhasibe, and Oluwatoyin Ayodele Ajani. "Teaching in English across the Curriculum: A Lived Experiences of the Novice Teachers in A Selected Rural Fet Schools in South Africa." International Journal of Higher Education 10, no. 6 (June 11, 2021): 72. http://dx.doi.org/10.5430/ijhe.v10n6p72.
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Novice teachers’ use of English as the medium of instruction in curriculum delivery across all subjects in rural South African schools is the focus of this study. The duration of their entry into the profession as Post Graduate Certificate in Education holders is short and does not capacitate them enough, thus, making them weak and inexperienced, with a high degree of professionalism, especially at the commencement of their careers. This study investigates the lived experiences of selected novice rural teachers on the tasks of teaching in English across all subjects in the rural schools. Fifteen participants from 15 high schools were purposively selected from 15 different rural high schools from King Cetshwayo District, KwaZulu-Natal province in South Africa. The participants were engaged in a focus group discussion as well as classroom observations of these teachers for data collection. Data analysis for this qualitative study was thematically analysed to generate themes for the presentation and discussion of findings. Theories of the Skills Acquisition Theory (SAT) and the Second Language (L2) Comprehensible Input through Teacher Talk Theory (CITTT) were adopted as theoretical frameworks to underpin the phenomenon. Various novice teachers find it difficult to teach across all subjects, using English as the medium of instruction in many rural schools in South Africa. Findings indicated that the educational backgrounds of learners hinder teachers’ use of English to teach them meaningfully. As observed during various classroom observations, teachers also found it convenient to use indigenous languages to deliver lesson content or communicate to these learners in the classrooms during lessons. Findings also revealed that some teachers struggled to express themselves in English due to their educational backgrounds as well. The study, therefore, recommends that teachers during their pre-service education should be well-groomed in English and this should be promoted during their teaching practice in both rural and urban. Various teacher education institutions should be encouraged to deliver curriculum contents/modules to the pre-service teachers in English across all modules.
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van Tonder, Gideon Petrus. "A multimodal induction model for beginning teachers: a narrative approach." International Journal of Educational Management 35, no. 4 (March 29, 2021): 879–96. http://dx.doi.org/10.1108/ijem-08-2020-0389.
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PurposeThe researcher emphasised with current research the need for an induction programme for beginning teachers in the South African context to overcome the challenges experienced by beginning teachers while bridging from pre-service teaching to in-service teaching and to introduce and illuminate the design of a new multimodal induction model.Design/methodology/approachThe researcher followed a narrative approach by discussing previous research regarding the insufficient pre-service training beginning teachers received and the lack of a structured induction programme in the South African context.FindingsResearch has shown that South African beginning teachers have faced similar difficulties as beginning teachers worldwide, but South African beginning teachers are not subjected to formal induction programmes. While the South African Department of Basic Education offered guidelines for the beginning teacher orientation programme, there is almost no evidence in the literature that schools follow such guidelines.Research limitations/implicationsThe implications of this paper give other researchers in this field a broader perspective on how the new multimodal induction model can make a measurable contribution to the school, the mentor, the beginning teacher and, most importantly, the learner.Practical implicationsThe Department of Basic Education in South Africa and Principals need to follow the guidelines of this multimodal induction model to retain beginning teachers and improve the performance of learners.Originality/valueThis is a new model developed by the researcher to explore the benefits of promoting excellence in the teaching profession through a technology-rich, integrated induction programme to increase the productivity, retention and leadership of beginning teachers, enhance and prevent the loss of human capital, with the ultimate goal of improving learners' growth and performance.
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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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Mamombe, Charles, Kgadi C. Mathabathe, and Estelle Gaigher. "Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 9 (August 14, 2021): em2003. http://dx.doi.org/10.29333/ejmste/11140.
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Kritzinger, Elmarie. "Improving Cybersafety Maturity of South African Schools." Information 11, no. 10 (October 4, 2020): 471. http://dx.doi.org/10.3390/info11100471.
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This research investigated the current maturity levels of cybersafety in South African schools. The maturity level indicates if schools are prepared to assist relevant role players (teachers and learners) in establishing a cybersafety culture within the school environment. The research study measured the maturity levels of cybersafety in 24 South African schools by evaluating the four main elements that are needed to improve cybersafety within schools. These elements are (1) leadership and policies, (2) infrastructure, (3) education, and (4) standards and inspection. The study used a UK-approved measurement tool (360safe) to measure the cybersafety maturity of schools within South Africa, using five levels of compliance (Level 1: full compliance, to Level 5: no compliance). The data analysis clearly indicated that all the schools that participated in the study had a significantly low level of cybersafety maturity and compliance. Schools are starting to adopt technology as part of their educational and social approach to prepare learners for the future, but there is a clear lack of supporting cybersafety awareness, policies, practices and procedures within South African schools. The research proposed a step-by-step approach involving a ten-phase cybersafety plan to empower schools to create and grow their own cybersafety culture.
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De Waal, Elda. "Religious and Cultural Dress at School: A Comparative Perspective." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 6 (June 9, 2017): 61. http://dx.doi.org/10.17159/1727-3781/2011/v14i6a2608.
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This article investigates and compares the different approaches towards the dress code of learners[1] in South Africa and the United States of America (US), as the US mainly base litigation concerning school dress code on their freedom of speech/expression clause, while similar South African court cases focus more on religious and cultural freedom. In South Africa, school principals and School Governing Bodies are in dire need of clear guidelines on how to respect and honour the constitutionally entrenched right to all of the different religions and cultures. The crisis of values in education arises from the disparity between the value system espoused by the school and the community, and that expressed in the Constitution of the Republic of South Africa, which guarantees learners' fundamental rights, including those of freedom of religion, culture, expression and human dignity. On the one hand, the South African Schools Act requires of School Governing Bodies to develop and implement a Code of Conduct for learners, and on the other, that they strictly adhere to the Constitution of the country when drawing up their dress codes. The right of a religious group to practise its religion or of a cultural group to respect and sustain its culture must be consistent with the provisions of the Bill of Rights (which is entrenched in the Constitution) and this implies that other rights may not infringe on the right to freedom of religion and culture. In the US, although there is no legislation that protects learners' freedom of religion and culture at schools, their First Amendment guides the way. Their Supreme Court respects the religious values of all citizens provided that they are manifested off public school premises. While we acknowledge the existence of religious and cultural diversity at South African schools, this paper focuses on the tension among and on the existence of different approaches towards the human rights of learners from different religious and cultural backgrounds in respect of dress codes.[1] The terms learner/s and student/s are used interchangeably in the article, since South Africa uses the one and the US uses the other to indicate school-going persons.
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Hugo, Anna. "Using research to enable teachers in the foundation phase to understand why their learners could struggle to develop home language abilities." Journal for Language Teaching 54, no. 1 (March 4, 2021): 285–303. http://dx.doi.org/10.4314/jlt.v54i1.9.
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Home language abilities are important upon entering school, when children learn now concepts and skills such as reading, writing and mathematics. The home language also lays the foundation for the development of a second language. In terms of the Constitution ofthe Republic of South Africa, the use of the 11 official languages of South Africa has to be advanced and thus the right to be taught in one’s home language from Grade R to Grade 3 is protected in the South African policies. The author opines that children’s home languages are not always developed correctly and according to the standardised form of the various home languages. The importance of home language development will be discussed in this article and also the factors to be found in the home environment and in the school situation that could hinder and delay home language development.
Keywords: home environment, home language, home language development, parents’ influence, school environment, standardised form of a language, teachers.
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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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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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Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (August 12, 2019): 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.
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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.
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Zenda, Rekai, and Johanna G. Ferreira. "IMPROVING ACADEMIC ACHIEVEMENT OF SCIENCE LEARNERS IN RURAL SCHOOLS THROUGH ASSESSMENT PRACTICES: A SOUTH AFRICAN CASE STUDY." Journal of Baltic Science Education 15, no. 4 (August 25, 2016): 523–31. http://dx.doi.org/10.33225/jbse/16.15.523.
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This research was embarked on to explore the underperformance of Physical Sciences learners and the subsequent increasing unpopularity of the subject in South African rural schools. As poor academic achievement in science is a concern in many countries and not only in South Africa, qualitative research was undertaken to determine whether assessment can contribute to the improvement of learners’ academic achievement in this particular school subject. The research uses the Cultural and Historical Activity Theory as theoretical lens to analyse how assessment can improve the academic achievement of learners. Data were collected by means of face-to-face interviews with teachers, school principals and subject advisers, the “community” as advocated by the Activity Theory, while focus-group interviews were held with the learners who are the “subjects” in the Activity Theory. Verbatim findings highlight the views of participants and reveal that though efforts are made to incorporate a variety of informal assessment methods, key issues such as poor formulation of questions, weak comprehension skills and unsatisfactory interpretation of questions, remain a problem. Based on these findings, recommendations for improvement are proposed. Key words: case study; improving science achievement; physical sciences assessment; rural schools
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Nong, Sefudi Isaac. "The Functions of SBST and DBST in South African Primary Schools." International Journal of Innovative Science and Research Technology 5, no. 7 (August 12, 2020): 1243–48. http://dx.doi.org/10.38124/ijisrt20jul721.
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This research focuses on the functions of the SBST and DBST in supporting the teachers to address the challenges they face in teaching inclusive education in South African primary schools. In some instances, inclusive education seeks to identify and dismantle barriers to education faced by all the learners, so that they can have access to quality education. Furthermore participate effectively in class and achieve optimal academic outcomes at school. Although inclusive education has developed and established itself as field of educational research, policy and practice in a relatively short period of time as stated some of the literatures. There is inadequate knowledge and lack of skills in supporting teachers involved in teaching inclusive education and there has been no proper training for those teachers. The collected data has revealed some of the frustrations and challenges experienced by teachers who need support in teaching learners inclusive education. Teachers in South African public primary schools have been assigned to teach classes that include learners with special needs, in a regular classes as emphasised by Whitepaper 6. Over and above, this move requires positive experiences and the support of inclusive schooling, otherwise teachers are unlikely to succeed in teaching inclusive classes (Ernst and Rogers, 2009Guskey, 2002). In responding to what is perceived unjust for these learners experiencing barriers to learning and the teachers involved in teaching inclusive education, this paper attempts to chart the relationship and functions of SBST and DBST as a means for analysing the weakening support offered to inclusive education.
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Ige, Olugbenga Adedayo, and Loyiso C. Jita. "INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 780–803. http://dx.doi.org/10.33225/jbse/20.19.780.
Full textAbstract:
The outcomes of IEA's Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were orgnised for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well. Keywords: evidence portfolios, instructional practices, science education, short learning intervention programme, secondary school teachers
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Milne, Annari, and Mike Mhlolo. "Lessons for South Africa from Singapore’s gifted education – A comparative study." South African Journal of Education 41, no. 1 (February 28, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n1a1839.
Full textAbstract:
Since 1999 South African learners have participated in various international studies but sadly the learners have continued to perform dismally, which brings to question the quality of their education. Meanwhile, Singaporean students have been among the top achievers in all these competitions. Many comparative studies have been done between different nations and Singapore, but in few, if any, of these studies the focus has been on comparisons regarding gifted education. Singaporean policies and practices on gifted education generally prioritise a commitment to engaging learners from all ability levels with appropriately challenging curricula and instruction. In this article we report on a comparative study between the Singaporean and South African education systems. Three frames, (a) political context (b) curriculum structure and (c) loose coupling shaped the analysis. Results show that both countries had similar challenges at the point of independence from colonial rule and yet, they responded differently to those challenges. Singapore implemented inclusive education driven by excellence while South Africa’s inclusive education is driven by equity without excellence. South Africa has a one-size-fits-all curriculum, whereas Singapore has alternatives that create multiple pathways for learners to reach their full potential. Although gifted education is being proposed in current South African pronouncements, there is no evidence of coherence in terms of its implementation. Meanwhile, Singapore has a coherent system that ensures their policies move from theory into practice. All these are lessons that South Africa can learn.
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Ntombela, Berrington. "Switch from Mother Tongue to English: A Double Jeopardy." Studies in English Language Teaching 8, no. 2 (April 16, 2020): p22. http://dx.doi.org/10.22158/selt.v8n2p22.
Full textAbstract:
This paper interrogates the sorry state of switching from mother tongue instruction to English medium of instruction in South Africa. Adopting a critical approach to literature review, it critiques the resistance mounted on the utility of African languages as viable media of instruction. It argues that the status quo is perpetuated by the dominance of English as a medium of instruction both in South Africa and abroad, and that this state of affairs can be traced back to a colonial system which presently works itself out as globalisation and internationalisation. The paper ends by demonstrating how switching from mother tongue instruction to English medium of instruction robs learners and teachers of their intellectual capacity, where they appear incompetent due to a language barrier. The paper concludes that the situation could only be rescued by promoting mother tongue instruction for the majority of South Africans which at the moment is enjoyed by a minority.
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Naidoo, U., and K. Reddy . "Perceptions of Educators of Reading Literacy; A Case Study of the Intermediate Phase in South African Primary Schools." Journal of Economics and Behavioral Studies 4, no. 10 (October 15, 2012): 555–69. http://dx.doi.org/10.22610/jebs.v4i10.357.
Full textAbstract:
The achievement of worldwide participation in education is essentially determined by the quality of education available. How well learners are instructed and how much they learn determines how regularly learners attend schools. Sound education is further affected by the following factors: time spent learning by learners, assessment methods for monitoring learner progress, styles of teaching, education spending, the language of instruction, and classroom organisation strategies (EFA Global Monitoring Report, 2005). However, the development of learners’ literacy in South Africa as a developing country is accentuated by several challenges. Many learners in South Africa have difficulty understanding the language in which they are taught which is English, as they are not taught in their mother tongue. However, the language of instruction is not solely responsible for the poor performance in international reading tests and schooling in general. Learners are also faced with socio-economic issues, very little or hardly any parental supervision and educators are faced with the challenge of finding reading methods and strategies suitable to improving reading. Learners in the foundation phase are explicitly taught reading skills. In the intermediate phase, learners are expected to apply the skills acquired in the foundation phase to access the curriculum. In reality, this is difficult to achieve. The purpose of this article is to determine educator perceptions of reading literacy in the intermediate phase with the aim of enhancing reading literacy in the intermediate phase.