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Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa

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dc.contributor.advisor Tshiovhe, T. E.
dc.contributor.advisor Monobe, R. J.
dc.contributor.advisor Mulaudzi, N. O.
dc.contributor.author Nndwamato, Tendani Elizabeth
dc.date.accessioned 2017-10-22T07:50:11Z
dc.date.available 2017-10-22T07:50:11Z
dc.date.issued 2017-09-18
dc.identifier.uri http://hdl.handle.net/11602/869
dc.description MEd (Educational Management)
dc.description Department of Educational Management
dc.description.abstract The aim of the study was to investigate challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks. An in-depth study of literature was undertaken, taking into consideration the following research question: What are the challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks in the Thohoyandou cluster of the Limpopo Province? The study used the qualitative and quantitative approaches. Purposive sampling was used in the selection of participants for the qualitative data and simple random sampling was used in the selection of participants for the quatitative data. Qualitative data was collected through the interviews and quantitative data was collected through questionnaires. The interview schedule was employed to collect qualitative data and 12 participants (8 SMT members and 4 curriculum advisors for Mathematics in the Thohoyandou cluster) were interviewed. Questionnaires were used to collect quantitative data and were completed by 75 Mathematics teachers. Qualitative data was analysed thematically and quantitative data was analysed through SPSS version 23. The study revealed that: Lack of understanding and knowledge of the process of school-based moderation of mathematics is a serious worm that needs to be addressed soon. Moderation of school-based assessment was not monitored appropriately. The study recommended that the Department of Basic Education should conduct workshops and train SMT members on the importance of school-based moderation to ensure quality teaching and learning of Mathematics. en_US
dc.format.extent 1 online resource (x. 179 leaves)
dc.language.iso en en_US
dc.rights University of Venda
dc.subject Continuous assessment en_US
dc.subject Moderarion Quality teaching and learning of Mathematics en_US
dc.subject School-based moderation en_US
dc.subject School Management Teams en_US
dc.subject.ddc 371.20968257
dc.subject.lcsh School management teams -- South Africa -- Limpopo
dc.subject.lcsh School management and organization -- South Africa -- Limpopo
dc.subject.lcsh Educational planning -- South Africa -- Limpopo
dc.subject.lcsh Management -- South Africa -- Limpopo
dc.subject.lcsh School-based management -- South Africa -- Limpopo
dc.subject.lcsh Education -- Curricula -- South Africa -- Limpopo
dc.subject.lcsh Mathematics -- Study and teaching -- South Africa -- Limpopo
dc.title Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa en_US
dc.type Dissertation en_US


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