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Browsing Education by Author "Alexander, G."

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    Designing a framework for the implementation of student teams achievement divisions (STAD) for technology in a cultural-diverse school setting
    (University of the Free State, 2015-01) Masoabi, Charles Sechaba; Alexander, G.; van Wyk, M. M.
    Cooperative learning is a teaching approach whereby learners work together so that the group members can gain a joint benefit from the group activity. One particular cooperative learning teaching technique, student teams achievement divisions (STAD) has been described as the simplest of a group of cooperative learning techniques referred to as Student Teams Learning Methods. In the STAD approach students are assigned to four or five member teams reflecting a heterogeneous grouping of high, average and low achieving students of diverse ethnic backgrounds and different genders. Moreover, STAD, as a cooperative learning technique is supported by a constructivist paradigm that suggests learners construct and apply knowledge as they interact with one another or the teacher and their environment. This doctoral study explored the effects of (STAD) on learners’ social skills, attitudes, academic performance and retention of taught content in Technology as a subject. The study expatiated on various theories, such as motivation theories, selfdetermination theory, self-efficacy theory and cooperative learning theory as theories that formed the basis for using STAD in Technology. The researcher employed STAD in Grade 8 Technology classes for the purpose of fulfilling the aim of the study. This research is guided by the interpretive and methodological bricolage designs during the fieldwork for collection of data and data analysis. Data was collected on learners working in STAD cooperative learning groups. The data was gathered at school as a social and cultural setting where learners are taught to adapt particular traditions and social interactions intended to impact positively on their social skills, attitudes, academics and motivation levels. The researcher observed groups’ interactions, processes and how learners communicate with each other amongst their groups. This study employed the Bricolage design, qualitative methods of collecting data and quantitative methods to achieve the requirements of this inquiry. Therefore the findings of this study have indicated that the environment played an influential role in cultivating learners’ social skills and positive attitude toward Technology as a school subject. Furthermore, STAD has shown to be instrumental in developing learners’ self-efficacy and self-determination that could eventually build up intrinsically motivated learners regarding high academic achievement.
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    Enhancing learners' academic achievements in rural Lesotho schools: matching teaching and learning styles
    (University of the Free State, 2009-05) Letele, Moeketsi Joseph; Alexander, G.; Swanepoel, Z. I.
    English: The Lesotho Junior Certificate results between 2003 and 2006 indicate that in the rural secondary schools of Lesotho the pass rate ranged from 51% to 58%. These figures are low compared to those in the urban schools for the same years which ranged from 70% to 72%. The Teaching Service Department shows that there was 40% of unqualified teachers in these schools in 2003 and 35% in 2007. There seems to be a correlation between the high numbers of unqualified teachers and the low pass rate in these schools. This view is underscored by Wheeler and McLeod (2002: 696) who note that teachers are more likely to develop teaching styles which are congruent with their own learning styles rather than those of their learners if they are unaware of the learning and teaching styles literature. This study aims to establish teaching styles that match the learning styles of learners in the rural secondary schools of Lesotho with the view to improve academic achievement. The objectives are: to determine whether teachers in these schools have adequate knowledge pertaining to teaching and learning styles; to identify the predominant styles; to determine the extent to which matching teaching and learning styles improves academic achievement; and to provide a teacher's guide on teaching and learning styles. The research comprises of a literature study and empirical investigation. The Solomon Felder Index of Learning Styles (SFILS) and self-designed teaching style questionnaire were used. The learners' end-of-year examination marks were studied. The empirical findings indicate that most teachers in rural secondary schools of Lesotho do not have adequate knowledge on teaching and learning styles, while findings from the literature and empirical study indicate that academic achievement of learners can be enhanced by matching teaching and learning styles. Therefore, these findings can be used to improve the teaching and learning process and ultimately the level of success that learners in rural secondary schools can experience in their respective schools. Finally, the findings of this study were used to develop a teacher's guide on teaching and learning styles. This would hopefully guide teachers in the rural secondary schools of Lesotho on which styles could work best in their contexts.
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    A psychosocial support framework for sustainable learning for learners from child-headed households
    (University of the Free State, 2016-01) Mamotsheare, Lepheana Alice; Hlalele, D. J.; Alexander, G.
    The aim of this study is to design a psychosocial support (PSS) framework for sustainable learning for learners from Child-Headed Households (CHHs). The study is therefore guided by the following objectives: - To examine the psychosocial challenges of learners from CHHs so that a relevant support may be practised for sustainable learning. - To elucidate components of a PSS for learners from CHHs for sustainable learning. - To establish how such components relevant to identified challenges may be useful. - To anticipate possible threats to operationalisation of the framework. - To propose a PSS framework for learners from CHHs to account for their learning. The study is embedded within the lens of critical emancipatory research (CER). This is a theoretical framework that guided the study towards the realisation of PSS that attempts to promote social justice, liberation, hope, equity and peace for CHH learners. The literature review indicates various challenges experienced by children of CHHs including learning challenges. The proposed suggestions lead to development of support frameworks for instance Southern African Development Community (SADC), of which nothing is mentioned as far as PSS for learners from CHHs specifically is concerned. Much has been mentioned regarding support to socio-economic problems. Therefore, in order to design a PSS framework relevant to their learning challenges, data was gathered through participatory action research (PAR) which is more applicable for study. This means that the participating team had to be established to the operationalisation of the above objectives. The team consisted of teachers, learners from CHHs, education officials, psychologists and parents' representatives. These are participants who are directly affected by the lack of PSS of learners. The method that is used to generate data is a Free Attitude Interview (FAI) which allowed participants to openly voice out their views responding to posed question such as 'How can we psychosocially support learners from child-headed households to acquire sustainable learning?'. The discussions indicated that there are problems with regard to PSS that needs attention since learners and teachers appear to feel side-lined and oppressed. To deal with inequalities of power amongst teachers and CHH learners, also amongst curriculum officials and the teachers the team identified components of a PSS for sustainable learning. The process of the research was accomplished by developing a common vision, analysing strength, weaknesses, opportunities and threats (SWOT) and developing a strategic plan. The research was employed at one school that had higher enrolment of orphans who were members of CHHs to establish usefulness of steps taken. The study revealed that there are many challenges facing CHH learners, therefore it suggests that there is still much work to be done by the government to assist learners. Again findings of the study revealed that learners form CHHs have a challenge of anger which has never been given attention for example, looking at the cause of such anger and how to manage it. Furthermore, findings revealed that most learners of CHHs are experiencing a low self-esteem more often due to their life challenges. This study also found out that there was a limited role played by the Department of Basic Education (DBE) in the district in guiding teachers to support learners from CHHs. A pressure of authoritative power from curriculum officials, appeared leading teachers and school management teams (SMTs) to ignore some learners' social problems which could be contributing to their poor academic performance. Finally, the study found out that, different stakeholders in the district such as inclusive specialists, curriculum specialists, senior curriculum management officials and teachers at schools were working in silos. Based on the fore mentioned findings the following was recommended: training both teachers and SMTs to equip them with strategies of dealing with various challenges that are experienced by CHH learners; different directorates within the districts should work together to overcome different challenges because collaboration is a weapon to success. As a result, priorities were identified in order to minimise the challenges indicated above and address the broader aim of the study which led to the proposed PSS framework for sustainable learning for learners form CHHs.
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    The role of school management teams (SMTs) in rendering learning support in public primary schools
    (University of the Free State, 2015-07) Ntseto, Rachel Motshidisi; Palmer, J. M.; Alexander, G.
    The education environment in South Africa is characterised by diverse layers of complexity and there is recognition by education practitioners, scholars, and researchers world-widethat schools require effective leaders and managers if they are to provide the best possible education for their learners. The term learning support is commonplace in the education provision of learners with special education needs and barriers to learning. In this regard, learning support is critical to these learners to achieve academically. The South African Ministry of Education recognised that the success to the approach to address barriers to learning effectively lies with education managers and education cadre (EPW 6 2001:29). Effective schools are educationally inclusive schools in which the teaching and learning, achievements, attitudes and well-being of every person matter. This is shown not only in their performance, but also in their ethos and willingness to offer new opportunities to learners who may have experienced previous difficulties. This study aims at highlighting the challenges that SMTs of clustering primary schools face as well as their roles in rendering effective inclusive learning support to SEN learners. The theory underpinning this research is the ecosystem theory which the researcher regarded as the most suitable to address learners with barriers to learning and development. In an education system characterised by inclusion, the ecosystem perspective suggests that inclusive learning support should not only be directed at an individual learner but that it should be extended to all systems that surround the learner. Employing a qualitative interpretive design, the study utilised a case study where of four clustering schools in the Motheo schools district were purposefully selected. Utilising focus group interviews, group discussion and semi-structured interviews as the research tools, the target population comprising of SMTs, SBSTs, SGBs and educators, the study yielded the data for this study. A key finding of this study revealed that SMTs of the public primary schools researched in the Motheo District cluster are not fully attentive to the value of their roles as mangers in rendering of effective ILS. This study recommends that it is crucial for SMTs in conjunction with relevant stakeholders (District Based Support Teams, School Based Support Teams, School Governing Bodies and educators and Government departments) to create a conducive environment for the promotion of ILS.