Masters Degrees (School of Education Studies)

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Open Access
Academic achievement in schools: perspectives of township school managers
(University of the Free State, 2012-04) Majola, Ndoyisile Moses; Bagarette, N.; Van Staden, J.
Apparently, most schools which are situated in townships in South Africa still show the legacy of apartheid and a struggle for freedom and equality and thus poor academic performance. However, it is profoundly imperative to indicate that some township secondary schools in the Bloemfontein area consistently performed remarkably well over the last five year period (2007-2011) despite these political challenges. School academic results are in the forefront of many South Africans and education officials' minds since every parent wants his or her child to attend a well performing school. Furthermore, the education officials have to ensure that all schools perform well and concomitantly with the money allocated to education by the government. This is why the whole issue of academic performance is such a critical issue. The effectiveness or performance of schools is defined in terms of academic performance of the learners in the Grade 12 examinations. Therefore, the purpose of this research was to explore the perspectives of township secondary school managers with regard to academic performance in their schools. This was done by considering the Grade 12 results in the Bloemfontein area in the five year period from 2007 to 2011. Moreover, this research investigated how management and leadership practices contribute towards excellent academic performance. In pursuance of this investigation, the researcher consequently formulated the objectives of this study. A literature study of education leadership and management, the management tasks and the role school managers have to play in ensuring that academic achievement is attained was conducted. The purpose of this study was to establish' how these factors contribute to academic success. School managers are entrusted with an important responsibility of ensuring that schools operate effectively and thus enhance academic achievement. Therefore, school managers should become leaders who inspire creativity and higher levels of achievement. School managers should regularly motivate and develop educators by creating opportunities in order for them to grow and to learn from each other. The research study was approached from an interpretivist perspective to establish how the participants perceive academic achievement in their schools. In the process of data gathering, the qualitative investigation was undertaken using focus group interviews. The sample comprised of township secondary school managers in the Bloemfontein area. Emergent themes and categories were discussed in the data report on the findings of the qualitative investigation. Participants indicated various factors which are important for school managers to display and perform in their effort to lead their schools to effectiveness. It was also evident from the participants that school managers efficiently utilised both management and leadership skills in their daily school management tasks. Nevertheless, participants highlighted that school managers were not adequately empowered in terms of management and leadership skills and the Integrated Quality Management System (IQMS). On the basis of the qualitative results and the literature review, the main findings were interpreted and compared. Based on these findings, guidelines were proposed. In the light of the suggested guidelines, school managers need to be aware of the crucial role they play in ensuring that effective management and leadership are implemented in order to improve academic performance. Possible areas for further research were identified. It is hoped that the Free State Department of Education, as well as other provincial education departments in South Africa will be able to use the proposed guidelines in developing a training programme for school managers in the education fraternity.
Open Access
Academic performance in Mathematics among selected high school students in Phuthaditjhaba as a function of the teacher's motivation
(University of the Free State, 2003-10) Ramosunya-Helu, Lerato Jacqueline; Mahlomaholo, M. G.
This study seeks to investigate the academic performance in Mathematics among selected high school students in Phuthaditjhaba as a function of the teacher's motivation. This investigation was triggered by the arguments put forward by some educationists' belief that children do not have a learning problem, but it is the teachers who are having a teaching problem. For the purpose of this study, special focus was on learners doing Mathematics in Grade 11 and their teachers. It has been observed that South Africa is threatened with a shortage of Mathematics teachers and the number of Mathematics learners has decreased. It is therefore very crucial to unearth the difficulties bedeviling learning and teaching of Mathematics. The study used the following instruments to arrive at the findings - namely: A teacher's questionnaire mainly to measure their motivation or self-efficacy. All learners doing Mathematics at Grade 11 in six High schools in Phuthaditjhaba were included for stratified sampling. Males and females, learners of different ages, from different socio-economic backgrounds were included. Test scores of learners obtained from their tests and half yearly examinations written at each school. To use a more or less consistent average performance for learners, four tests were decided upon. The fact that all the sampled schools apply the system of continuous assessment meant that these average marks ultimately determine whether a learner gets promoted to the next grade or fails. No other independent test that may purport to be more objective than the ones used by the teachers of the mentioned learners were constructed. The findings of this study indicate that there is no significant relationship statistically between teacher's motivation and learner's performance and therefore the hypothesis that there is significant relationship is rejected. The results in table 4. 7 indicate that there is some correlation between teacher's motivation and learner's performance. Though the correlation coefficient is positive, the correlation is very small (r = 0.112) Although the study was conducted amongst all the African learners from historically disadvantaged schools doing Grade 11 Mathematics in Phuthaditjhaba High schools, this does not however, rule out the fact that some of the findings may in the end be applicable to learners in other provinces not being targeted at.
Open Access
Active learning in a high school economics class: a framework for learner engagement
(University of the Free State, 2014-07) Sekwena, Gailele L.; Nkoane, M .M.
English: The aim of the study was to develop an active learning framework in a high school economics class. The research project intends to create an active learning environment to enhance learner engagement. The study argues that active learning approach seems to help the learners to understand the abstract economics concepts better, compared to the heavy reliance on the chalk-and-talk approach, which often leads to learner passivity in the classroom and rote learning. This study is located in the critical theoretical framework, which aims at promoting critical consciousness, empowerment, emancipation and transformation. It is the aim of this active learning framework to assist in changing the current teacher role in class from that of a knowledge transmitter to a role of facilitator and guide in the teaching and learning environment, and assist the teachers to become selfreflective practitioners. The framework will also empower the learners to become active participants and co-constructors of knowledge in class, thus freeing them from their usual passive role in the economics class. The study was conducted using a Participatory Action Research methodology (PAR). The choice of this methodology was informed by the notion that people who experience a common problem in their daily lives are better positioned to investigate the problem and propose solutions to that problem. A team comprised of the economics educators and learners participated in this collaborative effort to generate the data that were used to create the active learning framework. The study found that learners seem to gain a deeper understanding of the economics concepts when they are engaged in illustrating them practically in class. The study also found that willingness to change from the traditional way of teaching seems to be a major challenge in adopting this learnercentred active learning approach. The study, however, recommends that a gradual and sustained implementation of this approach in class is necessary for both teachers and learners to develop confidence in it and realise its value.
Open Access
An active learning strategy for addressing dyscalculia in a mathematics classroom
(University of the Free State, 2017-07) Mokotjo, Lindiwe Gloria; Hlalele, D. J.; Mosia, M. S.
According to the White Paper 6 (DoE, 2001:3), mainstream education should provide an equal and fair education to all learners, regardless of their abilities. In South Africa, there is limited information about learners affected by dyscalculia and about any interventions available for such learners. More research indicates that dyscalculia is as prevalent as dyslexia in the classroom environment. However, less research is done on dyscalculia than on dyslexia. This study seeks to formulate an active learning strategy for addressing dyscalculia in a mathematics classroom. The Participatory Action Research (PAR) method is the chosen method in the study to explore the effectiveness of an active learning strategy in addressing dyscalculia in a mathematics classroom. It also creates an awareness of an existing learning disability in a mathematics classroom. Critical Emancipatory Research (CER) is the theoretical framework that underpins the study because of its view to emancipate and award an opportunity to transform the lives of the previously oppressed, while maintaining the respect and dignity of those participating in the study. Participants in this study include individuals who are struggling to learn mathematics and simple numeracy due to dyscalculia, education stakeholders who are responsible for the teaching and learning of mathematics in a classroom, an education psychologist, parents of affected learners, and a local specialist in dyscalculia. The collected data are analysed, using Critical Discourse Analysis (CDA). In conclusion, two findings emerge – that there is very little awareness of dyscalculia in mainstream education and that an active learning strategy (AL strategy) is effective in improving mathematics performance for all learners, including learners with dyscalculia.
Open Access
Alkoholmisbruik van die ouer(s) as bydraende oorsaak van skolastiese geremdheid by graad 4- tot 6-leerders in die Luckhoff-distrik
(University of the Free State, 2004) Joubert, Rene; Kotze, C. J.
English: Article 1: Alcoholism seldom affects just one aspect of a person's life. It also becomes the educator's problem when its effects emerge in learners. Severe alcohol intake is associated with a variety of neurological and behaviour patterns. Alcoholism affects that part of the brain which deals with emotion, memory, co-ordination and learning motivation. The aim of this research is to investigate the symptoms of alcohol abuse through the use of selected information, as well as the effect it has on the child. The example set by the parents and domestic conditions have a significant influence on the child. The inadequacy of dependable learning structures may result in behaviour problems. The genetic composition of an individual may cause an imbalance of the brain which increases the susceptibility of alcohol dependency. The result of alcohol abuse on the child includes among others, physical defects in children. Foetal alcoholic syndrome (FAS) is the direct result of the mothers's alcohol intake during pregnancy. The defects caused by FAS in children is irreversible. These children show, even up to fourteen years later, clear signs of retarded growth and development. The brain of the FAS victim stops developing at the age of eight years. Mental incompetence, a low IQ, serious learning problems and weak academic performance are observed in these children. Psychologically there are very few areas that are not affected by alcohol abuse. Disturbance during the prenatal stage of the foetus may lead to specific personality traits which may be susceptible to alcohol abuse. The abuse of alcohol by the parent can affect the learner's academic performance negatively. These learners form a high risk group for developing learning problems. The emotional effect on children of alcoholics are severe. Such learners with feelings of grief, fear, rage and despair isolate themselves. They are exposed to intense emotional tension. In the Luckhoff district alcohol abuse has become a social phenomenon among the coloured community which should be urgently addressed. Article 2: The destructive phenomenon, alcohol abuse, poses a serious threat for the individual and the community. When a mother abuses alcohol while she is pregnant, the toxic matter reaches the foetus through the bloodstream of the mother. Thus the baby can get foetal alcohol syndrome (FAS). The influence of FAS can be divided into two categories, namely, alcohol related birth defects and alcohol related neurological defects. By means of an empirical investigation the correlation between the parental alcohol abuse in the Luckhoff district and the influence it has on the scholastic achievements of the children of such parents was investigated. The experimental group consisted of 30 learners from grade 4 to 6, between the ages 9 and 14. To estimate the standard of academic progress a selection of standardised tests were used on the learners. Over a period of a year auditory diagnostic tests were conducted. The South African Police Service has a record of all alcohol related crimes and cases. The local Health Clinic documents all the cases reported and treated where alcohol played a part over a period of a month. A self-structured questionnaire was completed by the learners, parents and educators of the learners concerned. The academic progress of the learners was closely monitored for a year. The findings and conclusions made from the data confirm that the parental abuse of alcohol seriously affects the learners academic progress. All the learners involved in the experiment showed serious deficiencies in respect of reading, spelling and mathematics. These learners also showed deficiencies regarding their receptive command of language and most of them were unable to read or understand questions of the ASAT IQ test. The academic performance of these learners is a cause for great concern. Educators indicated that the performance of these learners ranges form below average to weak. None of these learners performed above average. Most of the parents (living in the Luckhoff district and mainly Afrikaans-speaking) acknowledged that they abused alcohol regularly and that it was always available in their homes. Their domestic affairs are also influenced by alcohol. There are often fights and arguments caused by the misuse of alcohol. As many as 57, 1 % of the mothers used alcohol during pregnancy. This investigation indicates that alcohol abuse by die parenUs plays an important role in the academic performance of such learners. These learners are academically disadvantaged as a result of ther parents' alcohol abuse. Eventually they may become handicapped academically unless their needs are met with the necessary support and guidance. It is important that the parents are alerted to the fact that their alcholism causes problems for their c.hildren and that their academic progress will be weak as a result. Furthermore, it is important that steps should be taken to address this serious problem.
Open Access
Assessering van leesbegrip in Afrikaansmedium primêre skole in die Vrystaat
(University of the Free State, 2006-06) Knox, Lizelle; Ferreira, Annelie
English: No evidence of South African research on the assessment of reading strategies could be found. The assessment of reading strategies in Afrikaans medium primary schools in the Free-State was investigated to determine to what extent educators assess reading strategies. The teaching of reading comprehension is closely related to the assessment thereof. The latest research as well as the Learning Area Languages in the Revised National Curriculum Statement show that effective teaching of reading strategies as well as the assessment thereof should be of utmost importance in the Language classroom. Good readers spontaneously use reading strategies to improve reading comprehension. On the other hand research has shown that poor readers do not acquire reading strategies spontaneously and that their reading comprehension suffers accordingly. In the first article, the assessment of various reading strategies, for example the activating of background knowledge, inferences and predictions were critically investigated. Further investigations, for example the use of dictionaries and paraphrasing (write in own words) were also done. In the second article the different types of questions used during assessment of reading comprehension were investigated. The investigation showed that the few assessments of reading strategies are causing concern. The focus is on question types that concentrate on lower order thinking, for example literal comprehension. Learners are seldom exposed to questions that result in higher order thinking for example inferences and critical reading questions. It is therefore recommended that educators assess and teach reading strategies. When reading comprehension is assessed, educators should also use question types that facilitate higher order thinking. The main purpose of teaching reading is to create and develop independent, strategically readers.
Open Access
Assessment in the further education and training school sector: a quality assurance perspective
(University of the Free State, 2014-05-17) Brown, Stephen Pieter; Du Toit, E. R.; Du Toit, G. F.
English: South Africa’s performance record in the international arena together with reports of national quality assurance bodies released in recent years have highlighted the alarmingly poor results in the educational accomplishments specifically amongst learners in the further education and training school sector. An analysis of school learning achievements compared to national and international benchmarks has indicated that an improvement in the quality of learning output remains one of the biggest challenges facing the South African educational system. Finding means to improve the performance of learners as well as the quality of the education learners receive is a major priority for all stakeholders. Despite vigorous attempts of the national department (DoE) to develop initiatives and programs aimed at improving learner achievements, minimal progress has been achieved. Umalusi, the quality assurance body for Further Education and Training (FET), intends to address this problem as one of its top priorities. Existing literature indicate that strengthening the assessment practices currently employed could result in improved teaching, learning and assessment whilst simultaneously enhancing quality assurance in schools. There is a marked variation in performance of schools throughout the country. An attempt was therefore made to identify constraints leading to the different performance levels of schools. Schools for the research were selected from different categories: good, average and low performing schools based on the performance of their 2009 grade 12 results. The goal this study pursued was to provide a theoretical underpinning of assessment at school level from a quality assurance perspective. Information assimilated from contemporary literature, was utilised to develop a questionnaire with the aim to investigate teachers’ awareness of quality assurance measures that should be implemented during assessment practices in schools. Additionally, it aimed to determine whether teachers assess learners in totality and also to investigate the extent of quality assurance measures being employed. A qualitative study was also conducted to strengthen the quantitative findings. Results indicated that various constraints impeding the implementation and application of quality assurance were present and that these constraints affected the performances of the learner. This was made evident in the data analysis where teachers of the different school groupings were compared in respect of their awareness and understanding of assessment and quality assurance measures. Findings of what were considered good assessment practices in the study were compared with those in the existing literature review which enabled the researchers to make recommendations pertaining to the improvement of assessment practices and enhancement of quality assurance.
Open Access
Beginner teachers’ experiences of professional identity development during an induction programme in the Free State
(University of the Free State, 2021-11) Tjirumbi, Nasaret; Muller, Marguerite
In this study, I explored the professional identity of beginner teachers (BTs) during an induction programme. Research indicates that many new teachers are thrown into the deep end when they start their careers and are expected to take on the same roles and responsibilities as their senior colleagues. Worldwide, it has been shown that teachers who feel unsupported, stressed and unprepared are more likely to abandon the teaching profession in their first few years. In South Africa, there is currently no formal induction programme in place for BTs. Stakeholders agree, however, that such a programme is required, prompting the Department of Education to launch an induction field test in one Free State district (Thabo Mofutsanyana). In collaboration with Gent University, the University of the Free State conducted a research component of this field test. My study fell within the ambit of the larger research component and focused specifically on the development of BT professional identity during an induction programme. I worked with Social Network Theory to better understand the role of social network structures, collaborative relationships and different actors that play a part in BT identity development. The study used a qualitative approach, drawing on survey and interview data from BTs in the Thabo Mofutsanyana district. The findings show that BTs experience a range of challenges in the first few years of teaching related to administrative duties, difficult relationships with senior teachers, little support, feelings of isolation, and large class sizes which further aggravated learner discipline issues. In addition, many experienced the added challenges related to dealing with the COVID-19 pandemic in their first years of teaching. Based on the highlighted, I recommend that induction programmes be strengthened to help BTs deal with the existing challenges as they develop their professional identity. This may help in minimising teacher turnover in South Africa.
Open Access
Die belangstelling van die gekommitteerde nywerheidskoolseun: 'n empiriese studie
(University of the Free State, 1970-12) Beukes, Barend Jacobus
Abstract not available
Open Access
Die beskikbaarheid, voorsiening en benutting van skoolbiblioteekfasiliteite binne 'n uitkomsgebaseerde onderwysbedeling in die Noord-Kaap Provinsie
(University of the Free State, 2002-11) De Vries, Leon Chapman; Van der Merwe, R.; Kruger, J. A.
English: This study examines certain aspects with regard to school libraries in the Northern Cape Province. It deals firstly with the availability and provisioning of school libraries and, at the same time, the structures for the development and provisioning of school libraries. The second aspect concerns the implications of outcomes-based education for the utilisation of school libraries. The study is relevant because of big inequalities in the availability of school libraries and because of the potential role of school libraries in outcomes-based education. The aim of the study is to consider possible solutions for the provisioning problem, because it has a direct bearing on the access that educators and learners have to information resources in the province. Because of limited resources (financial and other) it also explores methods to utilize the available library resources optimally. Secondly the aim of the study is to look into the curricular utilization of information resources and school libraries from an outcomes-based education perspective because the improvement of the information skills of learners is important for surviving in an Information Age. South Africa received a new democratic dispensation in 1994. Part of the process was the formation of nine new provinces. In order to understand the situation of the Northern Cape in 1994 the development of school libraries prior to 1994 was described. Only those Education departments which were responsible for the administration of schools in the province until 1994, has been dealt with. The proposals of non-governmental organisations on how to rectify the situation (1990 - 1995) were examined, as well as the plans and proposals of the Northern Cape in this regard (1994 - 1999). The changes to the curriculum environment in which school libraries have to function as a result of the implementation of outcomes-based education, are outlined. It was necessary because information skills is one of the critical outcomes of Curriculum 2005 and it impacts on the utilization of school libraries. The developments re school libraries in the Northern Cape since 1999 has also been described. Officials from the Provincial Library Service and the City Library of Kimberley inter alia were interviewed. An important aspect of the research is the new South African constitution and Education laws and policy, especially the national policy on school funding, because provinces have to implement it. The research shows that although some progress has been made with regard to previously disadvantaged schools, the situation in general is unsatisfactory. Schools without libraries in 1994 are still without libraries. The Department of Education of the Northern Cape also does not have an advisory structure or service to support schools with the development of libraries. On the positive side the funding of previously disadvantaged schools has improved considerably and much progress has been made with the establishment of a well functioning Education Department for the Northern Cape. However, the most promising solution to the provisioning problem is the school community library model. Recommendations based on the research centre around an Education Library and Information Service for the province and the appointment of advisers for the development of school libraries. They will also be responsible for the promotion of the teaching and learning of information skills in all the different learning areas. Recommendations inter alia also refer to structures for the facilitating of resource sharing and co-operation with the Provincial Library Service of the Northern Cape and the establishment of school community libraries where practical, especially in the rural areas. The implementation of outcomes-based education since 1998 has brought about increased utilization of libraries. The future development of school libraries will to a large extent depend on the appointment of library teachers and school library and information skills advisers.
Open Access
Die Brits-Skotse invloed in die Vrystaatse onderwys, 1848 - 1900
(University of the Free State, 1976-01) Coetzee, Johannes Hendrik; Vermaak, D.
Abstract not available
Open Access
Challenges in mainstreaming learners with visual impairment in Botswana secondary schools
(University of the Free State, 2013-11) Makeme, Boitshoko; Beyers, Christa
This research explores the challenges experienced by learners with visual impairment in Botswana mainstream schools. Data was collected from learners with visual impairment and their teachers in Molefhi Senior Secondary School in Botswana. A qualitative research methodology was employed to interpret data from interviews and questionnaires. Participants were selected using purposive sampling procedures. The literature study investigated key literature themes including the developmental difficulties caused by visual impairment; international and national declarations that led to inclusive education in Botswana; challenges in implementing inclusive education policies and how the Strength Based Approach can help learners with visual impairment to be resilient and thrive in mainstream schools despite their impairment. The key findings of the research were that the learners with visual impairment are faced with various difficulties and needs but with support and focus on personal strengths these setbacks could be successfully dealt with. It was also found that, despite the challenges, the learners prefer to be in mainstream schools. The research emphasized the need for modifications and adaptations of the entire curriculum and the provision of resources. The need for trained teachers is also viewed as essential.
Open Access
Child abuse and academic performance of adolescents in Lesotho - a qualitative study
(University of the Free State, 1999-03) Monyane, 'Makhojane; Van Zyl, E.
English: Child abuse refers to the intentional use of force aimed at injuring or damaging the child. Abused children are in most cases characterised by a low self concept misbehaviour such as delinquency and truancy, inadequate language development, depression, negativism and abused children appear to be anti-social. The statement of the problem for this study is whether a relationship exists between child abuse and academic performance. The study focuses on a group of adolescents at SOS school and Hleoheng primary school in Lesotho. The objectives of this investigation are to show how child abuse can affect the academic performance of a child and to identify subsequent behavioural changes of abused children. The family and the school as the child's educational environments, are further investigated and ways in which these institutions can be the major sources of child abuse are studied. The causes and types of child abuse are also investigated. In this study related local and international literature on child abuse and academic performance were reviewed. A group of abused adolescents from SOS school and Hleoheng primary in Lesotho were used as the target group for the purpose of this study. Structured interviews were used to collect data on the family background of abused children, the type of abuse they experienced, their emotions, how they relate with other people, their concentration potential, and specific characteristics that can be attributed to poor academic performance. The first part of the study defines the concept of child abuse. The general causes and types of child abuse are examined. Numerous factors influence parents or anybody in loco parentis to abuse children. In the same way, it has also been discovered that children can also be perpetrators of child abuse. Parents, however, abuse children differently, resulting in various forms of abuse namely physical, sexual, emotional and economic abuse as well as neglect. Ideally, it is expected that a child's home is the best place of the upbringing of a child. Therefore, it follows that the family of a child is charged with the responsibility of nurturing a developing child. The school on the other hand should supplement the child's family to help the child realise his or her abilities. The family and the school are regarded as the major educational environments of a child. The lack of responsible adult intervention and guidance based on the principles of love, warmth and security in the life of a child results in many families and schools being the institutions of abuse of children. Hence, the ideal functions of both the family and the school are changed. The children thus find themselves being abused in the privacy of their own homes and in the school environment. The abused children consequently fail to perform well academically due to these complications in their upbringing. At present, only SOS school in Lesotho reach out to these children in an endeavour to educate them despite their early life experiences. However, due to the rapid increase in the number of abused children in Lesotho, SOS school is not in a position to cater for all these children. This research confirms the relationship between child abuse and academic performance.
Open Access
Community profile analysis of the Free State and the identification of the information infrastructure: a higher education community engagement project
(University of the Free State, 2007-05) Ackerman, Doraliza Reinetta; Rensleigh, C. W.; Wilkinson, A. C.; Pretorius, E.
English: The overarching purpose of the study is: to compile a comprehensive database of the information infrastructures in the Free State province and investigate/determine how information from the database can be utilised by Library Information Services at Higher Education Institutions in response to what is regarded as their social responsibility towards the community, through possible community engagement projects. In realising the purpose of the study, the following objectives were pursued: • To undertake a literature review in order to investigate the following aspects: o The HEIs’ social responsibility in terms of the South African legislation and other policy documents, with special reference to the community engagement role of the LIS of the HEIs. o The principle of community development, with special reference to people-centred development in the South African context, as well as the role of LIS in community development. o The various LIS sectors functioning in South Africa within the social systems of government, education, health, economic and the legal systems. o The changing role of information, within the post-1994 legislation, in community development, with special reference to the non-traditional information dissemination service points in South Africa. • To gather comprehensive data from various resources, including databases, for example the Free State Department of Education’s Education Management Information System (EMIS), annual reports and strategic plans of the relevant government departments of the Free State province, as well as other LIS related journals, for example the Free State Provincial Library Services, quarterly journal (Free State Libraries), making use of all possible means to identify the various information infrastructures functioning within the Free State province, including a questionnaire-survey to acquire supplementary information, that will be captured in a database. • To utilise the database as part of a community profile analysis to be able to identify which communities lack which information infrastructure(s). The information infrastructures will be used in conjunction with the Census 2001 population statistics and the number of learners in the schools, according to the Free State Department of Education’s EMIS system will be able to do the analysis. The results will then be used to identify possible community engagement project(s) for the LIS of the HEIs. The major conclusions of the study revealed the following: • That LIS of HEIs have a social responsibility towards society and therefore must engage in community projects. • That LIS can contribute towards community development, thereby providing better access to information, which will lead to empowerment of communities in general, but especially empowered individuals. The database compiled is presented on a CD-ROM with the 1729 identified information infrastructures in the Free State province, including Library and Information Services, as well as other non-traditional information dissemination service points. The recommendations spell out possible ways in which the Library and Information Centre of the CUT can contribute to community responsibility through possible community engagement projects, for example to facilitate workshops to conscientise the various Library and Information Services to the amount of people with disabilities in their communities, as well as suggesting technologies that can the aid the above-mentioned group or train-the-trainer workshops for information literacy, thereby enhancing life-long learning.
Open Access
Comparative analysis of representations in natural sciences textbooks and senior phase curriculum and assessment policy statement
(University of the Free State, 2021-11) Mofolo, Serapelo Boipelo Oreeditse; Rabaza, Msebenzi; Tlali, Moeketsi
Textbooks are known to be primary resources for teaching and learning in most classrooms. Many inexperienced teachers rely on textbooks for content, lesson planning and guidance when teaching natural sciences. Several studies have been conducted globally over the years regarding representations in natural sciences textbooks and national curriculum documents. In studies on natural sciences textbooks, multiple representations of matter and materials in natural sciences textbooks have been found to be particularly challenging, more so for Grade 9 learners in South Africa. This study sought to explore verbal and visual representations of matter and materials on multiple levels of chemistry representation in Grade 9 natural sciences textbooks when compared to the Curriculum and Assessment Policy Statement (CAPS). By employing an exploratory research design through a deductive qualitative approach, a comparison was made between each of three preferred Grade 9 natural sciences textbooks and the senior phase CAPS document. Nonprobability sampling was employed through purposive sampling of data sources (textbooks and CAPS). Primary data collected from the three textbooks and the CAPS document were analysed using Yin’s analysis framework stages. The findings revealed that all three natural sciences textbooks had limitations in representing the CAPS document. Most limitations were found in visual representations on the sub-microscopic level than in verbal and verbal-and-visual representations on the macroscopic and symbolic levels, respectively. The conclusion was that preferred textbooks have limitations, which may negatively impact the performance of natural sciences leaners taught by novice teachers that are dependent on the textbook.
Open Access
A comparative study of opportunity to learn in natural sciences: case studies of two standard 7 classes in Botha-Bothe, Lesotho
(University of the Free State, 2015-01) Kokonyane, Matumelo Jonase; Jita, L. C.
This paper examines the Opportunities to Learn (OTL) natural sciences in two primary schools in Botha-Bothe, Lesotho. Two case studies relating to curriculum delivery were used to understand how teachers make sense of the curriculum, how they interpret it and how they teach natural sciences. Observations of and interviews with Standard 7 teachers and their principals were used to collect data. The data reveal that different classrooms and schools vary in their provision of OTL. The paper concludes that teachers’ own OTL shape curriculum delivery and practice in their classrooms. We recommend the provision of targeted ongoing professional development for primary-school teachers, in order to improve the teachers’ own OTL and thereby enhance curriculum delivery and learning by school learners.
Open Access
Comprehensive sexuality education: the experiences of teachers in one Bloemfontein secondary school
(University of the Free State, 2022) Seboholi, Tankiso; Jagessar, V
Comprehensive Sexuality Education (CSE) is one of the most crucial programmes, among many, that can be entrusted with reducing the prevalent risky sexual behaviours to reduce the spread of HIV and AIDS, STIs and unintended childbearing among learners in South African schools. Formal CSE instruction is mainly limited to the Life Orientation (LO) classroom which is ineffective because of the influences on the subject content as a result of cultural differences. The main objective was to gain insight into the experiences (difficulties) of teachers teaching CSE in one selected secondary school in Bloemfontein, and to explore how teachers teaching the new structured CSE lessons in a selected secondary school in Bloemfontein deal with the challenges they may face. The study used the interpretive paradigm and draws on Dewey's education and experience theory. In this study, I used a semi-structured one-on-one interview to collect data from eight participants, allowing for probing and clarifying both questions and answers. The teachers' norms and attitudes that guide their teaching of CSE posed a severe danger to its effective delivery, as did the nuanced nature of the new CSE lessons. The study's findings revealed that teachers' experiences teaching the new structured CSE lessons in LO were unquestionably driven by their culture, religious orientation as well as their belief and value system. Teachers expressed their discomfort in teaching what they referred to as ‘sensitive topics’ in CSE, which were considered taboo in their community. They chose to exclude such topics and select what to teach based on their values and beliefs. The decision of what to teach and what not to teach compromised the intentions of the new structured CSE lesson plans. Participants also complained that CSE was a waste of their time because the high rate of teenage pregnancy remains unchanged and the relevant authorities had failed to give CSE the attention it deserves. They also reported that they had seen no improvements in the learners' behaviour since they were introduced to the programme. Participants also expressed their dissatisfaction with teaching the new structured CSE lessons, citing issues to do with the nature of the programme's content, and lack of proper consultation from the educationists about CSE implementation and monitoring in schools. Even though some teachers were convinced that CSE was designed to expose learners to explicit sex and pornographic issues at a young age, they discovered that it was not as bad as they thought. Participants explained that CSE enables learners to maximise their potential on the levels of the body, mind, soul, and society. Participants also suggested that through CSE, learners learn how to constructively relate to and contribute to family, community, and society while also living up to the principles outlined in the constitution. It gave pupils the opportunity to exercise their constitutional rights and obligations, respect others' rights, and show tolerance for differences in culture and religion in order to help create a democratic society. With CSE participants further learners were urged to learn and put into practice life skills that would enable them to respond positively to challenges and play an active and responsible role in the economy and society. They were also encouraged to make informed decisions, become morally accountable for their decisions about their health and their environment. CSE is a crucial subject that can help learners become fully reliable people and responsible members who can competently handle life’ challenges in their democratic society. However, teachers discovered later that CSE curriculum was not as atrocious as they had imagined. They further noticed that it was not intended to expose students to explicit sex and pornographic material at an early age. Therefore, CSE gives students the opportunity to reach their full potential on all levels of life being, physical, mental, spiritual, and social. In collaboration with UNESCO, I propose that the Department of Education (DoE) host seminars for parents, legislators, and cultural and religious leaders, to develop the support structure within the teaching sector focused on CSE. This study showed that, like any other subject in the classroom, CSE would be one of the most motivating factors for teachers if it received the attention it merits. I suggest that CSE be offered as a field of study at higher education institutions, allowing student-teachers with a CSE major to enrol.
Open Access
Conceptualisation and use of educational technology in the teaching and learning of Grade 7 geography in some primary schools in Mangaung
(University of the Free State, 2001-01) Mbaza, Nobalindi Elsie; Mahlomaholo, M. G.
This study investigates conceptualisation and use of educational technology by teachers in some primary schools in Mangaung. Situated within educational discourses about knowledge and pedagogy, the central aim is to examine the discursive positions from which the respondent teachers construct the concept of educational technology. Their classroom practices are then examined to investigate how their conceptualisation of (educational technology) translates into practice. The investigation differs from the belief that associates educational technology with specific electric and electronic gadgets such as overhead-projectors, television sets, computers and so on. The concept of educational technology is not about equipment. It is a whole approach to teaching and learning inextricably bound with the epistemology and pedagogical assumptions encoded in the education system. The researcher investigates whether a teacher who conceptualises educational technology as artefacts and one who conceptualises it as a process will approach classroom teaching differently. To conduct this investigation this researcher conducted interviews and classroom observations with two teachers who conceptualise technology differently, namely as artefacts and as a process or 'know how'. The findings indicate that the teacher who conceptualises educational technology as artefacts follows a rigid teacher-centred approach in her teaching. The teacher who conceptualises educational technology as a process reveals an emergent learner centred approach in his teaching. Based on the findings of the literature reviewed, as well as the qualitative investigation, this study concludes that the concept of educational technology as a 'product', is incompatible with the position of Curriculum 2005 on knowledge as well as the role of the teacher. The literature reviewed indicates that even when information technologies are used in classroom based teaching and learning, the teachers need the skills and flexibility compatible with a social constructivist teaching environment. The conceptualisation of educational technology as a process seems more compatible with the expectations of Curriculum 2005 from teachers than when the concept is associated with specific artefacts. Based on the above findings this study recommends that programs, prepared to assist in-service teachers with the implementation of Curriculum 2005, need to consider educational technology as an educational concept and a process rather than artefacts. In line with the stance taken by Curriculum 2005 to affirm the teacher, pre-service teacher training should also incorporate this holistic concept of educational technology.
Open Access
Conflict management practices of the high school principals in the Maseru town
(University of the Free State, 2004-06) Mofolo, Rosalia; Brazelle, R. R.
Abstract not available
Open Access
Constructive teacher feedback for enhancing learner performance in mathematics
(University of the Free State, 2010-12) Naroth, Charmon; Du Toit, G. F.; Du Toit, E. R.
English: South Africa’s participation in international achievement studies in recent years has served as a useful benchmark for learner performance in mathematics. The analysis of learning achievement against national and international benchmarks indicates that an improvement in the quality of learning output remains one of the biggest challenges facing the South African education system. Finding ways to improve learner performance in mathematics should thus be a critical priority for all stakeholders. The extant literature proposes that strengthening the practice of using assessment for formative purposes results in significant learning gains. The value of positive and constructive feedback to learners during the process of assessment is advocated by a number of studies, yet few studies focus on investigating the use of feedback strategies in a mathematics classroom context, or reflect on the contextual realities that may impact on the provision of feedback to learners. In this research a case study was conducted in the classrooms of two primary school mathematics teachers in order to explore evidence of feedback strategies used in their classrooms and the factors that may have an impact on their ability to provide constructive feedback to learners. The study also examined the contextual realities at classroom level that may impede on the use of constructive feedback to enhance learning. The teachers were observed in their classrooms and follow-up interviews were conducted. Samples of the teachers’ documents and the learners’ work were used to evaluate the teachers’ feedback strategies and provide practical suggestions. The qualitative data was used to explicate findings from the literature review and enabled the study to provide recommendations pertaining to the provision of feedback to learners.