Department of Professional and Curriculum Studies
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Item Open Access The perception of Grade One teachers towards the use of educational technology in implementation Curriculum 2005: a case in the Northern Province (Region 3)(2000-05-16) Rambani, Tanganani Esther; Bayona, E. L. M.The research study was initiated to investigate the challenges faced by secondary school educators with regard to the management of teenage mothers who receive child support-grant in Sibasa Circuit of the Vhembe District of Limpopo Province of South Africa. The study focused at critical issues that are experienced by educators in managing these teenage mothers in schools. The assumption was that educators' and learners performance is affected the lack of effective and efficient management of learners. In addition, it is assumed that effective and efficient management of these learners may improve their performance as well as that of educators with respect to obtaining satisfactory pass rate. These critical issues include amongst others; capacity of educators in managing teenage mothers who receive child support grant; understanding of roles and responsibilities of educators in the management these learners; causes and effect of absenteeism by teenage mothers; poor performance by teenage mothers; dropouts and performance of learners. Triangulation of quantitative and qualitative methods of data collection was employed to collect both qualitative and quantitative. Ten (10) Schools within the target area namely, Sibasa Circuit in the Vhembe District were sampled and data was collected using a structured questionnaire comprised of both open-ended and closed-ended questions. Key findings of the research study were that educators did not receive proper training regarding the management of teenage mothers at their schools; educators are not familiar with the policies guiding the management of teenage mothers and those lacks of management of learners have impact to the performance of learners that leads to their drop out of school. Some recommendations are that: • Educators should be trained about the management of teenage mothers, receive ongoing training, outline and communicate roles and responsibilities with respect to management of these learners, as well as the ensuring that the accountability of success and failure of the management is made clear to both educators and learners.Item Open Access An investigation into the implementation of the National Policy on District Support Services for effective teaching and learning at school level(2005) Masipa, Mokgadi Maggie; Bayona, E. L. M.This study examines the extent to which education districts in the Limpopo Province support effective teaching and learning at school level, with general applicability to similar education districts in South Africa and elsewhere. The literature reveals that education districts in most developing countries, do not support the participation of principals and educators, and that changes are required to effect higher levels of involvement. The study focuses on how this might be attained. The study makes recommendations on District Support Services which will ensure the involvement of district personnel, principals and educators in transforming schools into effective teaching and learning organisations. The theoretical base is derived from literature review on district support services in South Africa and elsewhere. This review is used to establish common conceptions for the study, and illustrates the extent to which the involvement of all relevant stakeholders is considered desirable and feasible. The analysis also reveals how the policy on district support services in South Africa falls short of complying with the country's local diversity and also with its policy of Outcomes - Based Eduaction which focuses on producing citizens who are equipped with values, knowledge and skills that will enable them to play a productive role in society. The implication of Outcomes - Based Eduaction is that individuals acquire these qualities through active involvement in the learning process. It seeks to create a lifelong learner who is confident and independent, literate and multi-skilled, compassionate, with respect for the environment and the ability to participate in society as a critical and active citizen. The field work was carried out in education institutions falling under Sekgosese Education District in Region Three of Limpopo Province and involved a sample of three hundred and thirty-two education practictioners, divided into five target groups:educators (200), principals (100), circuit managers (4), curriculum advisers (16), and administrators (12). The analysis of the data is composed of three parts. The first concerns the calibre of people who are implementing the policy. The majority of participants still lacked the relevant qualifications required while the need for staff development was identified by many as a major concern. In the second part respondents overwhelmingly indicated the need for clarification on the nature, the role and functions of the education district. In the third part the report shows thata general agreement also exists amongst the respondents for the need to address the constraints experienced at all levels in the implementation of district support services. The study concludes that in a globally competitive environment like the one we have today, it is no longer sufficient to make excellent strategic and operational plans. It is rather crucial for organisations to have systems that will ensure that this plans are effectively achieved. The rationale for this view is based on the argument that this may provide opportunities for learners to extend and develop their personal education competence, critical awareness and shared insight of the role which they and schools are expected to fulfil in their rapidly changing communities. The following key concepts were used throughout the study: • Education District • Curriculum 2005-08-24 Education Policy Reserve Fund Programme (EPRFP) • The School Governing Body (SGB) • National Policy • District Support Services • Effective Teaching and LearningItem Open Access The principals' management satyles and educators performance: impact on secondary school learner performance in Vhuronga II Circuit(2008) Makhaga, Mpho Harriet; Kutame, A. P.; Mutshaeni, H. N.A principal's management style determines the performance of learners in a school and thus the effectiveness of the school. The main aim of this study was to investigate how management styles of principals affect learners' performance in secondary schools within the Vhuronga 11 Circuit. This could be of great assistance for principals to improve the way in which they manage their schools and could establish the need for further training on management styles through in-service training. The research is quantitative in nature; questionnaires were used to collect data. The population of the research comprised of principals and educators from all secondary schools within the Vhuronga II Circuit. The main findings of the study are presented according to the analytical categories that guided both the collection and analysis of data. Results show that the principals' management styles have an impact on learner performance. The principal's management styles determine the performance of learners in schools and thus the effectiveness of the school. A crucial implication for school managers is that the performance of learners and the effectiveness of the school are determined by the relationship between principals, teachers (educators), learners and parents. The effectiveness of the school, in particular, depends on how principals relate to their teachers.Item Open Access The role of the principals in managing conflict in primary schools in Dzindi Circuit in Vhembe Region in the Limpopo Province(2008-05-10) Rathanya, Tuwani Agnes; Ravhudzulo, M. A.This study is centred on the role of the principals in managing conflict in primary schools in the Dzindi circuit. Qualitative methods which involved the use of in-depth individual and focus group interviews were used in this study. The study revealed that the main causes of conflict in primary schools arc overcrowding in classroom, management style, misunderstanding. and fear of unknown, monitoring system, lack of school policy and lack of proper channels of communication. The study also revealed that principals have crucial role in managing conflict. They become the mediators and the negotiator in managing conflict and reconcile the parties in the conflict. The principals also emphasised that they prevent conflict by forming syndicates in their schools, encouraging teamwork, avoiding gossip and by being a good Iistener.Item Open Access Teacher preparation for the implementation of the National Curriculum Statement(2009-08) Tshiguvho, Muvhango Esther; Mulaudzi, M. P.See the attached abstract belowItem Open Access The implementation of the developmental appraisal system for curriculum implementation in the secondary schools(2009-11) Chauke, Magezi Phineas; Bayona, E. L. M.; Tshivhase-Phendla, T. S.See the attached abstract belowItem Open Access The provision and utilization of learning and teaching support material in physical science: A case of Limpopo Province(2010-02) Rathando, Moses Nndwakhulu; Bayona, E. L. M.; Tshivhase- Phendla, T. S.This dissertation examines the provision and utilization of learning and teaching support materials (LTSM) in the teaching and learning of Physical Science in Limpopo Province schools. Schools that participated in the study were selected from Vhembe District. Data, consisting of a survey of Grade 12 Physical Science learners and educators from the selected schools, together with interview responses from curriculum officers at both district and provincial levels, were collected and analyzed. The study combined both qualitative and quantitative sources to complement the responses. Currently in Limpopo Province, as is the case in other Provinces, only a few DINALEDI schools (schools of science excellence) are receiving science LTSM from the Department of Education (DOE). The current Limpopo Department of Education (LDOE) policy on provision of LTSM does not specifically provide for science LTSM to all the schools which are offering Physical Science, thus creating a gap between theory and practice when teaching and learning Physical Science. It is this gap that this study is focusing on. The current policy, however, makes provision for science textbooks but this is not sufficient since effective teaching and learning of science require practical work where both educators and learners have hands-on experience. Utilization of the available science LTSM at schools also faces the challenge of educators lacking appropriate skills in applying them. Also, there is the shortage of Physical Science curriculum advisers who would assist in training educators on utilization of science LTSM. In this study I addressed five objectives. First, carrying out a review of literature in order to establish the theoretical base for this study. In the second objective I conducted a review of the Limpopo Department of Education Policy on provision of LTSM. Thirdly, I conducted an overview of actual provision of equipment and physical facilities at school, with a view to establish the level of practical work in the teaching and learning of Physical Science in the province. Fourthly, I conducted a field study in order to examine the utilization of existing science LTSM by both learners and educators. Fifthly, I made recommendations on improvement of the policy on provision of LTSM in the Province to include outstanding science LTSM. Lastly I made recommendations on improvement of the utilization of the available science LTSM and other appropriate science facilities. The study is concluded by making recommendations aimed at solving the identified problem of inequitable provision and utilization of science LTSM in Limpopo Province schools.Item Open Access Challenges facing educators in the implementation of National Curriculum Statement in Malamulele North East Circuit(2010-03) Chabalala, Tsaki Dollence; Kutame, A. P.; Mutshaeni, H. N.Item Open Access Attitudes of high schools students towards the teaching profession(2010-05) Ravhuhali, Fhatuwani; Mutshaeni, H. N.; Denhere, C.This paper draws on original empirical phenomenological study data to examine the attitudes of high school students towards the teaching profession. The study examines how the high school students perceive the teaching profession and the factors that cause such attitudes. Both quantitative and qualitative approaches were utilised to facilitate triangulation, thus to verify the same findings, to establish data trustworthiness and to reduce the risk of chance association and systematic biases so that the study's validity and reliability is enhanced. Triangulation also served to link empirical data and gave depth to the interpretation of results. The findings of the study highlight issues around the low salary or remuneration in the teaching profession, work overload and added responsibilities, violence and learners' lack of discipline at schools, and most notably the fact that teachers are not encouraging students to follow the teaching profession. Another issue highlighted in the findings is that the high school students no longer see teaching as a noble profession as it is stressful and a low status job and therefore, would not follow it even if bursaries are made available. This thesis further makes an original contribution to the understanding of how high school students nowadays see the teaching profession. It raises serious issues for all the educational stakeholders specifically the South African government and the governments of the world as they are faced with an acute teacher shortages. The recommendations thereof suggest aspects which can be utilised for the benefit of the teaching profession.Item Open Access The role of corporate social investment in managing HIV and AIDS in rural schools: A case of Kumba Resources Corporate Social Investment in Mutale Municipality(2010-08) Kone, Lufuno Reginald; Tshivhase-Phendla, T.S.; Mutshaeni, H. N.This dissertation examines the role of corporate social investment in managing HIV & AIDS in rural schools: A case of Kumba resources corporate social investment (CSI) in Mutale municipality. This study uses both qualitative and quantitative designs to examine the role played by CSI in the management of HIV & AIDS in rural schools. Rural schools demand special attention by virtue pf their low levels of social capital which is evidenced in a broad range of variables, including high poverty levels, disadvantaged under-resourced geographical location, difficulty in acquiring basic social services, the low participation rate of such communities in education, lack of basic literacy in general, absence of social welfare staff and other such related concerns. Data were collected through the following strategies: questionnaires which were completed by 59 participants, individual interviews of 1-2 hours each where five school principals, five HIV & AIDS coordinators and ten teachers participated, and focus group interview with two school principals, two HIV & AIDS coordinators and six teachers. Quantitative data from the questionnaires was analysed through the Statistical package (SPSS) version 16 and qualitative data from individual and focus group interviews were analysed through thematic and the case study type analysis. The following four major themes emerged: 1. The impact of HIV & AIDS is felt by both teachers and learners 2. Involvement of CS/ in the education sector in Mutale Municipality is a powerful move towards managing the HIV & AIDS pandemic. 3. Direct support to the affected and infected is desired 4. School leadership and effective monitoring of sponsored funds. It is acknowledged that case study methods have their own shortcomings regarding subjectivity, internal validity or trustworthiness, and external validity or generalizability. The shortcomings of this study were addressed and triangulated through the use of both qualitative and quantitative methodologies, and through the use of multiple data collection tools, i.e., questionnaires, individual and focus group interviews, as well as use of different types of participants, i.e., school principals, HIV & AIDS coordinators and teachers. As well, ethical issues such as consent from subjects, protecting subjects from harm, and the right to have privacy were addressed. Several-recommendations were suggested based on the major findings of the study.Item Open Access Implications of continuous assessment for effective teaching and learning in a learner-centred curriculum(2012-12-07) Ramakhanya, Ephraim Takalani Happy; Mulaudzi, M. P.; Phendla, T. S.A study of continuous assessment for effective teaching and learning at vhembe district in Limpopo province by E.T.H Ramakhanya. This study examines the manner in which assessment is applied in a learner-centred approach. The way in which teaching and learning processes are understood influences the kind of assessment practices that are used. In this regard, teachers were faced with the challenge of how to shift from traditional form of assessment to authentic assessment as they were trained in the old traditional methods of teaching and learning. The research methodology used in this study was: Quantitative Research. The data gathering tool used was: Effective Teaching and Assessment Survey (ETAS). Data was collected from two hundred and forty (240) Grade ten (10) teachers who responded to the same questionnaire instrument. Literature review in this study has clearly revealed the shortcomings of traditional assessment which refers to 'pen and paper' tests and examinations. This include the ranking and separating of learners according to test scores. The problem with tests is that, tests are often a one-off chance for a learner to show what he or she knows, and even when the teacher suspects that the test result is artificially high or low, the results stand. In authentic assessment various techniques are employed allowing teachers to develop a broader picture of the learner from a wider range of sources of evidence, for instance, portfolios, projects and practical tests are used in this approach. In this way, therefore, authentic assessment would include guidance, multiple chances to improve competence and performance as well as a variety of techniques that would provide learners with a range of opportunities to develop and demonstrate what they know and are able to do. Quantitative data from the questionnaires was analyzed through the statistical package (SPSS). The following major themes emerged: ❖ The majority of grade ten teachers found it hard to apply continuous assessment especially in large classes. ❖ More than half of the respondents agreed that they could not implement continuous assessment due to lack of training on the assessment strategies. ❖ The majority of teachers completed their teacher training courses more than ten years ago and were trained in the old traditional way of assessment. There is a greater need for teachers at Vhembe District to be given enough training on the new strategies of assessment which are in line with the present learner-centred approach. Lastly, findings in this study demand the attention of all stakeholders, especially teachers. The study will benefit the Department of Education officials such as planners, managers, curriculum advisors, principals, teachers and learners. Recommendations have been suggested addressing each shortcoming. The following ethics were considered: freedom from harm, freedom from exploitation, right to self-determination, right to full disclosure and informed consent.Item Open Access The role of high school principals in the management of the school curriculum in the Soutpansberg Area of the Vhembe District in Limpopo Province(2012-12-11) Mukwevho, Mashudu Peter; Bayona, E. L. M.; Tshivhase-Phendla, T. S.Item Open Access An investigation of the extent of teacher participation in curriculum development for quality teaching and learning(2012-12-11) Budeli, Mbengeni Bethuel; Bayona, E. L. M.; Tshivhase-Phedla, T. S.Historically, South Africa followed a centralized form of curriculum development - a top-down strategy that did not support effective teacher participation in curriculum development. One of the main trends in curriculum development initiatives across the board has been to make a paradigm shift of authority to the level of the school. This approach suggests that teachers are key role players for effective curriculum development at all levels of the education system. This study investigates the extent of teacher participation in curriculum decision-making and development in schools in the Soutpansberg Area of the Vhembe District in Limpopo Province. The results should assist curriculum developers to view the role teachers could play in the development of the school curriculum. A survey which consisted of respondents (aged 25 to 56) found that there is a need to involve teachers at all levels of curriculum development. The findings further indicate that teachers are integral role players in curriculum development initiatives as they are at the core of curriculum implementation. For curriculum development to achieve its objectives, teachers and not only curriculum experts should be involved in its development. Genuine change in the school curriculum will be realized if teachers are assigned a central role in curriculum decision-making and development. The Department of Education in consultation with curriculum developers should, however, carefully examine the nature of the curriculum development process with a view to engage teachers meaningfully and effectively in the development of the school curriculum for quality teaching and learning.Item Open Access Challenges of Grade 6 learners' experience when solving mathematical word problems(2012-12-19) Sitsula, Tshisikhawe; Mpeta, M.; Kutame, A. P.Poor performance in solving mathematical word problems is a long standing challenge for all learners. The mastery or understanding of word problems is seen as a crucial test of mathematical ability. When solving such problems, learners supposedly go beyond rote learning and memorization of facts and rules without understanding in order to get the correct answer. Research shows that performance on word problems is increasingly becoming poorer and poorer every year. This study is aimed at investigating the challenges that learners face and the difficulties they encounter when solving mathematical word problems. In particular, the influence of English language proficiency and problem-solving skills learners possess were investigated as well as any other factors which could have been contributing to the challenges the learners came across. Grade 6 learners formed the subjects for the study. The researcher believes that Grade 6 is a very important class due to the fact that it serves as both the end of Intermediate phase and the starting point of the Senior Phase. In this regard, learners in Grade 6 level should be given more attention than other classes because they are on a transition stage. The sample was from 10 schools selected randomly from a population of 18 schools in the Tshinane Circuit of the Vhembe District in the Limpopo Province. Questionnaires in the form of written tests were used and analysed quantitatively to identify the challenges and the difficulties the learners experienced. The questionnaires were analysed qualitatively to investigate these challenges in order to enable to understand and give a description. The study revealed that lack of teaching word problems in the learning and teaching situation was a strong predictor of learners' success in solving word problems. Findings in this study also suggest that language proficiency in general is a barrier to a good performance among learners.Item Open Access Scholastic performance of adolescent pregnant learners(2013-10-01) Mafhara, Patricia Tshiwandalani; Mutshaeni, H. N.; Denhere, C.This study looked at the scholastic performance of senior phase (Grades 7-9) pregnant learners from Vhumbedzi circuit of Vhembe district in Limpopo province of South Africa. A self-administered questionnaire was completed by 87 respondents. The respondents were selected from 1 primary and 2 secondary schools through purposive and stratified random sampling. A focus group discussion with six educators teaching the respondents prior and during their pregnancy was conducted. Purposive sampling was utilized to select educators for the research schools. The general finding was that there is a significant difference on the scholastic performance of pregnant learners compared to that of non pregnant learners. There is also a significant difference in the scholastic performance of male learners with pregnant girlfriends compared to male learners with non pregnant girlfriends/no girlfriends. Pregnant learners significantly performed poorly compared to non pregnant learners. Male learners with pregnant girlfriends also performed poorly as compared to male learners with no girlfriends/non pregnant girlfriends. The findings are significant especially in South Africa where teenage pregnancy is in the rise and recommendations are essential in guiding on how to support learner and educators in such schools.Item Open Access Performance of Grade 12 learners in physical sciences subject within Sekgosese East Circuit in Mopani District(2013-10-11) Ratshivhadelo, T. A.; Sadiki, N. B.The purpose of the study is to explore the performance of Physical Sciences subject in the Sekgosese East circuit. The researcher consulted both local and international literature to support the study. The researcher made use of the Quantitative research design. Simple Random Sampling was used to reduce the population into a manageable sample. Data was collected through the use of research questionnaires and was analyse statistically in the form of tables and the variables were reflected in the form of percentages. Findings of research revealed the serious shortage of laboratories and lack of suitable qualification on the side of human resource. In conclusion, the researcher indicated what the reader may learn from this research and how helpful the research could be to other scholars. The researcher finalized by recommending appropriate strategies that could be used to bring about good performance in Gr.12 Physical SciencesItem Open Access Planning and presenting life orientation lessons for intermediate phase learners(2014-01-10) Milubi, Khathutshelo Jeanet; Marishane, R. N.; Runhare, T.The study focused on planning and presentation of Life Orientation lessons in the Intermediate Phase. The purpose was to examine possible strategies that could be developed and applied to equip educators with skills and knowledge needed for effective planning of Life Orientation lessons and presenting them to learners in Intermediate classes. Apart from literature review, a qualitative approach in the form of a case study was followed. Data was collected by means of in-depth and focus group interviews from participants drawn from a population of 18 primary schools, 20 educators and one curriculum advisor from the Mvudi Circuit of Vhembe District, Limpopo Province . The results from the interviews were analyzed, interpreted and the findings thereof were presented.Item Metadata only Teachers' perceptions on the impact of professional development on promoting quality teaching and learning(2014-12-12) Ravhuhali, Fhatuwani; Kutame, A. P.; Mutshaeni, H. N.Item Open Access Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District(2015) Mbulaheni, Visi Muriel; Mudzielwana, N. P.; Kutame, A. P.Poor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area.Item Open Access Impact of dietary patterns on academic performance of Zimbabwe College Students(2015) Mpofu, Molyn; Kutame, A. P.; Malwichi, L. . L.College students in Zimbabwe were facing many challenges in adopting proper dietary patterns which promote learning. This study sought to establish the impact of Socio-Economic factors and dietary patterns in particular on the academic performance of college students in Zimbabwe. The study established challenges that were faced by college students in making choices of dietary patterns that promote learning. Factors that influence choice of dietary patterns for college students were established in this study. The case study was Joshua Mqabuko Nkomo Polytechnic College in Zimbabwe with a population of 206 students and a sample of 102 participants was purposively selected. A mixed-methods research, using quantitative and qualitative approaches was employed and questionnaires, interviews, observation and document analysis were used to collect data. Findings are presented from both questionnaire and interview data in combination, with interview data playing the role of supplementing quantitative findings and probing detailed information. Quantitative data was analysed using the IBM SPSS Version 23.0 while qualitative data was coded into themes and synthesised into quantitative data to support or refute quantitative data. Research indicates that diet quality and overall health status of college students are among the prominent factors which contribute to poor student academic performance worldwide. The experiences and perceptions held by the college students and cooks were investigated. The main study findings showed that if students follow proper dietary patterns they may perform well in their studies since relationship between nutrition and academic work lies on the notion that a healthy body is able to maintain a healthy mind, which suggests that certain risk factors for a physically ill-health are also risk factors for cognitive impairment. This study made recommendations for dietary patterns that promote learning in academic domains. It also developed a model valuable for dietary patterns.