School of Mathematics, Natural Sciences and Technology Education

Permanent URI for this community

http://hdl.handle.net/11660/48

Browse

Now showing 1 - 20 of 31

Open Access
Balancing mathematics assessment tasks to accommodate problem-solving in Grade 7 classes
(University of the Free State, 2023) Bhekiswayo, Nomthandazo Moureen; Moleko, M. M.
The present South African mathematics curriculum, The Curriculum and Assessment Policy Statement, requires that learners be given the opportunity to acquire the ability to be systematic, generalise, solve problems, and think critically. These goals necessitate the use of assessment tasks that encourage learners' engagement in the development of mathematical thinking and reasoning. This means that teachers must exercise caution while designing assessment tasks and developing assessment strategies. Teachers must also be aware of the cognitive demands and nature of tasks and should include all in their assessment tasks. This study focused on to exploring how teachers balance mathematics assessment tasks to accommodate problem-solving and high-order cognitive demand in Grade 7. The model of mathematical task progression was adopted as a conceptual framework of this study. The selection of the model of mathematical tasks progression provided a lens through which the researcher could analyse the data and generate the empirical findings. The research followed a qualitative approach guided by a descriptive case study. The study was carried out in five schools, four township schools and a school in an urban area. Data were collected through semi-structured interviews, lesson observations document analysis. Social constructivism underpinned this study as it enabled the researcher to observe the participants in their own social settings. Through the use of thematic data analysis, the researcher was able identify themes. The findings revealed that teachers lack pedagogical content knowledge, that is, knowledge and skills in balancing their own assessments tasks; secondly, the study revealed that teachers excluded problem -solving in their assessment tasks as their understanding of problem-solving was limited; thirdly, teachers used textbooks as their source of assessment tasks and insufficient time was given to learners to work on tasks; fourthly, high-order questions were excluded during learning assessment and low-level cognitive demands were dominant in all the assessment tasks. Finally, teachers used only a teacher-centred approach and used teacher-learner dialogue as their teaching and assessment strategy. The challenges that emerged from the study had implications for assessment and thus required the assessment of mathematics in Grade 7 to be approached differently to enable learners to engage more in meaningful and balanced assessment tasks. Further training for teachers is needed in order to address the complexities that exist within the balancing of mathematics assessment tasks to include problem-solving.
Open Access
Case studies of inquiry-based instruction in life sciences classrooms of selected high schools in Standerton
(University of the Free State, 2020) Ncala, Lucky Ernest; Tsakeni, M.; Jita, T.
Amidst calls for teachers to incorporate inquiry-based instruction in the teaching of science subjects, this study sought to explore how inquiry-based science education is practiced in life sciences classrooms, since there is uncertainty about the efficacy of the professional development of life sciences teachers to practice inquiry-based instruction. Utilising a social constructivist lens, a case study research design and a qualitative research approach, the study explored inquiry-based learning (IBL) practices in life sciences classes. Purposive sampling was utilised to select participants, to ensure that only life sciences teachers who practice inquiry-based instruction participated. Data collection was done with semi-structured interviews that were audio-recorded, and non-participant lesson observations. Data that were generated were analysed with thematic data analysis. Findings were categorised into three themes that had been predetermined according to the three secondary research questions of the study. The themes are teacher perceptions of IBL, strands of IBL used by teachers, and contextual factors that influence the implementation of IBL in life sciences classrooms. Though life sciences teachers have different perceptions of IBL, four overarching perceptions were identified: IBL allows for creative thinking; generates interest in life sciences; ensures active involvement by learners in lessons and promotes interactive learning. Furthermore, findings reveal that the participant teachers practised IBL according to the principles of structured inquiry. Lastly, various contextual factors were identified as having an impact on the participant teachers‟ practices of IBL in their life sciences lessons. During data generation, the factors were classified as school settings, policies and professional development.
Open Access
Controversial topics in the school curriculum: a case study on the teaching of evolution in South Africa
(University of the Free State, 2022) Mukatuni, Gumani Enos; Jita, Loyiso; Tsakeni, Maria
This study sought to explore how Life Science teachers in South Africa deal with challenges of teaching evolution in a country where Christianity remains dominant and is celebrated through public and/or national holidays. The theoretical framework underpinning this study is a cognitive framework of implementation, enabling the exploration of how teachers can construct understandings of the policy message; construct an interpretation of their own practice and how they integrated the policy signals in their practice. A qualitative approach was employed using an in-depth case study design in order to explore how three Life Sciences teachers in South Africa negotiate controversial topics like evolution within the Curriculum and Assessment Policy Statement, and what the challenges and opportunities are for teaching about evolution. Data were collected using semi-structured interviews and classroom observations. Five major findings emerged from this cross-case analysis. First, it could be observed that two of the teachers did not study evolution when they trained to become teachers, whilst the topic of evolution was part of the third teacher’s training programme. The second finding speaks to the influence of teachers’ beliefs and perspectives on evolution during the lesson. The third finding shows that teachers demonstrated that they could use both teacher-centred and learner-centred approaches when teaching evolution. However, teacher-centred instructional strategies were dominant. The fourth major finding indicates that the teachers experienced challenges that stood in the way of teaching the topic of evolution effectively, which includes the notion that evolution stands as a competing worldview to the learners’ and teachers’ beliefs on the origins of the earth and its people. The fifth major finding shows that the teaching and learning of evolution exposed learners to critical thinking. The study recommends that decision makers, policy makers and educational authorities responsible for the education system in Gauteng and similar school contexts provide clear policy guidelines on the teaching and learning of evolution as a controversial topic and, where possible, provide continuous professional development programmes at various educational levels to equip teachers’ pedagogical practices.
Open Access
The effect of metacognitive intervention on learner metacognition and achievement in mathematics
(University of the Free State, 2013-02) Du Toit, Daniël Stephanus; Du Toit, G. F.; Wilkinson, A. C.
English: International and national measures point to the poor mathematics achievement of South African learners. The enhancement of the quality of mathematics education is a key priority of the Department of Basic Education in South Africa. Several studies have found a correlation between learner metacognition and mathematics achievement. Metacognition entails knowledge and regulation of one’s cognitive processes. Previous studies point to the positive effect of metacognitive interventions on learner metacognition and mathematics achievement. The purpose of this study was to investigate the effect of a metacognitive intervention (MI) on learner metacognition and the mathematics achievement of Grade 11 learners in the Free State from a predominantly pragmatic perspective. The MI was developed by combining aspects of a mathematical perspective on De Corte’s (1996) educational learning theory with aspects of previous metacognitive intervention studies in mathematics. A mixed methods research design was employed where qualitative data were embedded within a quasi-experiment. Data were collected from an experimental group (N=25) and a control group (N=24). Quantitative data on learner metacognition were obtained from the Metacognitive Awareness Inventory (MAI), while quantitative data on mathematics achievement were obtained from the learners’ Terms 1 and 4 report marks. Qualitative data were acquired by means of teacher interviews, problem-solving sessions, and learner and teacher perspectives on the MI process. The mixed methods research question investigated the extent to which the findings from the qualitative phase of the study support the findings from the quantitative phase regarding the effect of MI on learner metacognition and mathematics achievement. The quantitative findings indicated that MI had a statistically significant impact on learner metacognition in respect of the MAI total score, the Knowledge of cognition (KC) factor, the Regulation of cognition (RC) factor, and the subscales Declarative knowledge, Planning, and Monitoring. The impact of MI on mathematics achievement was less pronounced, as inferences had to be drawn from the correlation between learner metacognition and mathematics achievement. The quantitative findings showed a statistically significant correlation between KC and mathematics achievement, as well as between Declarative knowledge and mathematics achievement. Since MI had a statistically significant impact on KC and Declarative knowledge, it is concluded that MI also had a positive impact on mathematics achievement. The qualitative findings strongly support the quantitative findings regarding the positive impact of MI on learner metacognition. The quantitative findings in respect of the correlation between learner metacognition and mathematics achievement were only partially supported by the qualitative data. Main recommendations emerging from this study relate to the improvement of learners’ mathematics achievement by enhancing their Declarative knowledge, the enhancement of learners’ problem-solving skills, and the need to implement metacognitive interventions in mathematics particularly in schools where the teachers are inexperienced or underqualified.
Open Access
The effects of pedagogical content knowledge in learning Grade 12 mathematics using problem-based learning
(University of the Free State, 2023) Bhagwonparsadh, Yudvir; Pule, K.G.
This study investigated the effects of teacher’s pedagogical content knowledge in learning Grade 12 Mathematics using problem-based learning (PBL) in two selected secondary schools in the Amajuba district in KwaZulu-Natal. The problem behind the poor performance of Grade 12 Mathematics learners in the National Senior Certificate (NSC) for 2019, 2020, and 2021 is that most learners find it difficult to analyse and evaluate problem-based questions because they may be taught by some unqualified Mathematics teachers with insufficient MPCK and their low knowledge of subject content knowledge and low pedagogy. This study used Vygotsky's social constructivist theory and an inductive, exploratory qualitative case study approach. Data was collected by posing semi-structured interview questions to Mathematics teachers and open-ended questions to focus groups on learners and observing how Mathematics teachers interact with learners in the classroom. This was done to answer the "what" and "how" questions to generate theoretical insights into the phenomena under review. The findings suggest that teachers' MPCK equipped them to use inclusive educational strategies for teaching and learning Grade 12 mathematics, and had a positive outcome on learners' performances. Furthermore, the study's findings proposed that Mathematics teachers should be masters of the content, producing learning content to cognitively stimulate learners to work independently and strive for improved achievements in their current learning. More so, Mathematics teachers should be skilled at applying various teaching and learning methodologies appropriate to the learning abilities of all learners in the classroom so that learners can successfully acquire the content. The success of Grade 12 Mathematics learners adequately learning Mathematics depends on, amongst others, the teachers' ability to facilitate lessons by concretising abstract content using interactive activities in collaborative group learning. The study recommends that Grade 12 Mathematics teachers need training in using PBL as an instructional approach to teaching Mathematics. DBE needs to review the scope of the Grade 12 CAPS document so that PBL, as the preferred instructional strategy, can be adopted in teaching and learning Mathematics.
Open Access
Enhancing the teaching and learning of algebraic expressions and equations through reasoning in Grade 9
(University of the Free State, 2021) Lika, Mohau Armstrong; Tlali, Moeketsi F.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 This study sought to enhance the teaching and learning of algebraic expressions and equations using reasoning in grade 9. It is a participatory action research study underpinned by bricolage paradigm and construction theory. The underpinnings guide and enable learners to use what is at their disposal to construct reasoning constructs. The constructs help learners to forge rich algebraic and mathematical conceptual connections and interrelations. In this manner, the constructs help the instruction (teaching and learning) to achieve deep conceptual understanding (DBE 2011:8) rather than limiting it to procedural orientation. The evidence presented in literature about international best practices shows that procedure-oriented instruction and procedure fluency are, and should be, nested in conceptual knowledge. This study initiated the instruction that ensures that the nesting does not manifest in nature only, but throughout the teaching and learning processes as well. The initiative draws from the South African curriculum policy, CAPS, which requires that learners should achieve a deep conceptual understanding of the subject matter (DBE 2011:8). The operationalisation of reasoning to conceptualise procedural instruction draws from the underutilisation of the reasoning skill, despite it being the curriculum policy imperative. Reasoning attaches sensible meaning (Yackel 2001:1) to algebraic content matter and provides direction and cushion for logical arguments aimed at attaining high order cognition. Pursuant to the study underpinnings, the reasoning-based instruction deploys learners’ own reasoning constructs to ensure participatory and contextual conceptualisation. In the process, learners develop critical thinking and high order cognitive skills. These are the skills that the learners are expected to attain from the meaningful learning (Pramesti & Retnawati 2019:3) of algebra and mathematics inspired in the reasoning-based instruction. The study has come up with the components of solution and strategies to address the research question and challenges underlying the research. The primary challenge that guides the study, namely the non-alignment between the instruction and requirements of the curriculum policy, manifests under procedure-oriented instruction; assessment; teachers’ competences and curriculum-time contestation. In addition, the abstraction and complexity of algebra amidst insufficient basic mathematics competency, escalate the supremacy of algebra in the teaching and learning of mathematics. The net resultant thereto is an inherent sifting nature of algebra. The data analysis and interpretation presented enough evidence that the reasoning-based instruction is couched in multi-layered components of solution and strategies that respond adequately to the research question. The instruction proved the potential to break through the integrated challenges underlying algebraic instruction. The process of conceptualisation is an encompassing component of the solution. It entails contextualising and concretising textual representations of algebra in a manner that the representations make meaningful sense to learners; so much that the learners can apply algebra purposefully in advanced mathematics and related learning. Contextualisation often involves refocusing, integration and re-organisation of content matter in a manner that meets the subject and learners’ needs. Concretisation includes the use of materials and examples within learners’ reach to explain algebraic concepts. The analysis of the conditions necessary for successful implementation and that of the risks and threats likely to impede the implementation reaffirmed the sustainability of the reasoning-based instruction. The indicators of success confirmed that the study has succeeded in the reform, transformation and enhancement of the teaching and learning of algebra as sought and anticipated. The study has further empowered co-researchers to use what is at their disposal to develop sustainable solutions. It can then be concluded that the research empowered the initiatives to overcome the ‘lock-ins’ to existing protocols and approaches, which have not been effective for the majority of teachers’ and learners’ populations in South Africa and the world. ___________________________________________________________________
Open Access
Exploring common Algebraic expression challenges in a Grade 10 mathematics classroom
(University of the Free State, 2022) Musi, Sophie; Moleko, Mirriam Matshidiso
The purpose of the study was to explore the common algebraic expression challenges in a mathematics classroom and to suggest the best practices or solutions to address these challenges. The study was qualitative in nature, underpinned by a Critical Emancipatory Research (CER) research paradigm. An Action Research (AR) design was adopted as a research design. Data were collected from a team of two mathematics teachers with experience of more than ten years of teaching mathematics in the FET-phase, and 43 Grade 10 learners in one of the high schools in Motheo District. The lesson observations and focus group discussions were used as the primary data collection instruments. Data were generated through active engagement and discussion among the participants using the Free Attitude Interview technique (FAI). Data were analysed by using Braun and Clarke’s (2006) six stages of thematic analysis technique. The findings revealed the following common algebraic expressions challenges and teaching issues pertaining to Grade 10 mathematics; Gap between algebra and arithmetic, Inability to represent word expression in algebraic format, Teachers’ lack of pedagogical knowledge, Teachers’ inability to explain algebraic concepts in-depth, Learners’ inability to manipulate algebraic expressions and Improper use of mathematical vocabulary/expression to mention a few. The study revealed these challenges as sources of difficulty for learning and teaching algebraic expressions in Grade 10. The study thus advocates for the need for knowledge acquisition of these common challenges and awareness thereof, in order for teachers to successfully teach the algebraic expressions.
Open Access
Exploring teachers’ perceptions and practices of education for sustainable development in life sciences classrooms
(University of the Free State, 2023) Mofokeng, Lerato Alphonsina; Tsakeni, Maria
There are many sustainability challenges that humanity faces such as poverty, freshwater crisis, population growth, solid and hazardous waste and sewage problems. Education is one of the key strategies earmarked to respond and provide solutions to the sustainability challenges. The educational strategies seek to motivate learners to become sustainably engaged citizens through their commitment to environmental stewardship, and reflection about the interaction of social justice, ethics, wellbeing, and ecological and economic factors. One educational strategy is widely referred to as education for sustainable development (ESD) and can be implemented through both informal and formal teaching and learning devoted to sustainability. Teachers are therefore considered capable agents of change who prepare learners to be responsible citizens and be aware of the consequences of their actions and behaviour. The aim of the study was to explore teachers’ perceptions and practices of ESD in Life Sciences classrooms. The pedagogical content knowledge (PCK) for the science teaching model was used to interpret and understand teachers’ perceptions and practices of ESD in Life Sciences classrooms. The study used a qualitative research approach, a case study design to explore the teachers’ practices in implementing ESD in the Life Sciences classrooms. Purposive sampling was used to select three Life Sciences teachers who practiced the teaching of ESD. Data were collected using semi-structured interviews, classroom observations and document analysis (lesson plan analysis) and were analysed using thematic data analysis. Findings were categorised into three themes according to the three sub-research questions of the study. The themes are teachers’ perceptions of ESD in Life Sciences classrooms, integrating ESD in Life Sciences classrooms and the influence of teachers’ perceptions on practicing ESD in Life Sciences. Findings revealed that participants had different perceptions of ESD. The teachers perceived ESD as capable of promoting interactive learning, preparing learners to become responsible citizens, promoting a culture of accountability, allowing for creative thinking, and promoting problem solving and decision-making skills. Participants employed different teaching strategies such as inquiry-based approach, participatory and exploratory learning, and collaborative learning. Activities such as presentations, debates and problem-based learning were conducted in classrooms during the integration of ESD. Participants used project-based assessment, group assessment and concept tests to assess learners. Participants’ perceptions influenced the practice of ESD as all three sustainability pillars were included in their teaching. In their lessons, there was an inclusion of the environmental pillar (air and soil pollution), social pillar (interaction and peace) and the economic pillar (economic growth and business skills). Out of the three sustainability pillars, the environmental and social pillars were more practiced and to a lesser extent, the economic pillar. Participants indicated that some of their challenges of integrating ESD were lack of ESD knowledge, lack of resources, time constraints and the ATP being too packed. Participants suggests that the Department of Education intervene and provide development programmes that will equip them with the required knowledge and subject advisors and district officials should be involved. They suggest that the department release funds for resources and school trips to expose learners to different environments. Lastly, the Life Sciences ATP should incorporate ESD concepts.
Open Access
Exploring the teaching and learning of circle geometry in rural schools
(University of the Free State, 2023) Mpheti, Vincent Molebogeng; Mpalami, Nkosinathi
This report presents a qualitative case study exploring the teaching and learning of circle geometry in rural schools. The study involved six educators and was carried out in Bohlabela District, Mpumalanga. Data was collected through lesson observations of six consecutive lessons during the content workshop, lesson observations during class visits, learners’ scripts, and semi-structured interviews with the educators. The Duval’s cognitive theory guided the study. The findings indicate that educators that participated in this study were able to teach the correct content following the annual teaching plan. Learners were able to complete tasks set on circle geometry during teaching and learning in the classroom. On the other hand, the educators could not emphasise the issue of composing and decomposing shapes, the application of visualising shapes before proving the theorems, the relationship of shapes within the orientation of the circle and encouraging learners in solving circle geometry problems. Learners could not solve geometric problems, provide statements and prove theorems. The findings of this study might be useful to all secondary school mathematics in improving the teaching and learning of circle geometry. This study recommends using the cognitive processes when teaching circle geometry and assessing learners in mathematics classrooms.
Open Access
Exploring the use of mobile learning applications in the Physical Sciences classroom
(University of the Free State, 2022) Tsie, Motlatsi Jacob; van Breda, C.; Combrinck, G. P.
Over the years, there has been a rapid increase in the development of technology. Most researchers have realised the importance of integrating technology in teaching and learning activities. This should also be included into curriculum planning as teaching with technology will assist in better lesson delivery. Since ICT tools are expensive to buy and maintain, smart phones through mobile apps provide alternatives that are readily available with most of them not requiring a subscription fee. Although e-Education policies that support the use of technology in the classroom are being implemented, schools in the Free State are still not exploiting this advantage. However, guidelines on how to use a smart phone in the classroom, is lacking. Additionally, because of the numerous apps advertised in stores, it is difficult to find a relevant app for use in the classroom. This study emanated out of concern that South African schools lack ICT and Physical Sciences resources and therefore learners will not grasp the importance of using smart phone technologies to enhance learning activities thus creating a digital gap in their knowledge and skills. In attempting to understand the role free mobile applications could play in a Physical sciences classroom, this study investigated if learners know how to install and use apps appropriately, and then assess them for suitability and applicability in the teaching-learning processes. The teaching and learning policies and the CAPS document were used to inform the study on what type of skills learners should acquire in Physical Sciences, especially by using smart phone apps. Additionally, TPACK informed on the different types of knowledge that an educator must possess in order to integrate technology in teaching and learning activities. This concurrent mixed method study selected 72 Grade 10 and 11 Physical Sciences learners from 2 schools in the Southern Free State by utilising observation sheets and questionnaires to elicit the impact of adopting mobile apps in teaching and learning activities. This was done through the testing of 4 applications; namely, the Physical Science mobile app, WhatsApp, the school planner app, and the Google classroom app. Key findings revealed that learners knew how to acquire mobile applications on their own. This can be acquired from an app store, or the internet through a browser and through sharing software which allows apps to be shared as an APK file. Additionally, learners knew how to evaluate content through the apps concerning its relevancy to the Physical Sciences. Learners experiences indicated that apps can be used to impact planning, provide sufficient practice, and improve communication between teachers and learners. Moreover, these apps prioritised learners to be in charge of their learning by allowing them to schedule events for later dates and to practise at any point without the supervision of an educator. However, app usage in the classroom provided loopholes that made it easier for learners to collude, proving that the usage of apps in the class must be supervised. These findings, therefore, call for a revision of policies that can guide smart phone usage in the classroom to avoid collusion. Additionally, app usage must be promoted in schools to provide learners with sufficient resources to access learning content with ease which will somewhat address the lack of resources in schools. Teacher- training must also include the use of ICT programmes to facilitate learning in schools. Teacher-trainees when on practice sessions at schools could monitor the progress of teaching-learning situations when using smart phones in classroom. Future studies must utilise eye-tracking software to determine the areas that learners generally hone into when using an app which can lead to better suitable apps being created for teaching and learning purposes.
Open Access
The influence of scientific investigation workshops on life science teachers’ attitudes towards scientific investigations
(University of the Free State, 2022) Smit, Shani; Pretorius, J. P. H.
Life Science teachers’ attitudes play a vital role in successful scientific investigations. Some Life Science teachers situated in the central part of South Africa might experience challenges that include a lack of the necessary scientific knowledge and skills that hinder scientific investigations. These challenges might adversely influence Life Science teachers’ attitudes towards conducting scientific investigations, which might result in them conducting the minimum number of investigations with their learners. Professional, in-service training workshops allow teachers to develop the necessary scientific knowledge and skills to successfully conduct scientific investigations. This study aimed to understand how a scientific investigation workshop might affect Life Science teachers’ attitudes by measuring the ABC attitude model’s affective, cognitive and behavioural components. This research provided information on how vital in-service training programmes such as this scientific investigation workshop are in fostering positive attitudes toward scientific investigations. The findings that emerged from this study imply that implementing this scientific investigation workshop has developed Life Science teachers’ confidence in their science skills and knowledge to facilitate scientific investigations. The findings also indicate that this scientific investigation workshop caused a significant improvement in teachers’ intended behaviours in implementing scientific apparatus in the science classroom, as they gained valuable knowledge and skills regarding the science apparatus.
Open Access
The influence of transformational leadership on teacher professionalism of Grade 6 teachers in the Xhariep district
(University of the Free State, 2023) Mona, Sandra Nontuthuzelo; Hamilton, J.
The focus of education today is on providing high-quality education that can change the socioeconomic circumstances of South Africans living in poverty. Teachers have a responsibility to look after the emotional, physical, and mental health of their students. School principals play a vital role in supporting these tasks. One of their responsibilities is to be effective leaders who can influence how teachers behave in their schools. This study investigated how transformational leadership can impact the professionalism of Grade 6 teachers in the Xhariep District. According to the literature, principals can have a significant impact on how teachers behave professionally because they are transformational leaders. The study was guided by the discussion and analysis of the transformational leadership model, which helped to identify the factors that influence Grade 6 teachers' professionalism. The study used a qualitative approach to the research problem located within the interpretivism paradigm. Three primary schools were selected as the research sites, and semi-structured interviews were used to collect data. The data from six Grade 6 Natural Sciences & Technology teachers (two from each primary school) and three principals from each primary school were analysed using thematic analysis. The study found that principals can influence teachers' professionalism through effective leadership practices, which can lead to high-quality teaching and learning. The study also found that teacher professionalism is a complex issue that is influenced by both teacher-internal factors and school-external factors. The study provides recommendations on how schools can help teachers become more professional and create environments with adequate teaching resources to deliver high-quality instruction.
Open Access
Institutionalising teacher clusters in South Africa: dilemmas and contradictions
(Faculty of Education, University of the Free State, 2012) Jita, Loyiso C.; Mokhele, Matseliso L.
Increasingly, teacher clusters are being used as a substitute for the more traditional approaches to the professional development of teachers. With this goal in mind, many provincial education departments in South Africa have sought to institutionalise and encourage the formation of teacher clusters as vehicles for the continuing professional development of teachers. What are the challenges of this institutionalisation and to what extent has it served teachers in their quest to learn from and with each other in clusters? In this article, we use a qualitative case study approach to examine the dilemmas of the institutionalisation of teacher clusters in the Mpumalanga province of South Africa. Using mostly interview data with all the key central office administrators responsible for science and mathematics in the province, and a sample of the participating cluster (teacher) leaders and observations of their cluster activities, we discuss how the institutionalisation processes may have led to rather undesirable outcomes. We examine the way in which institutionalisation may have resulted in a reduction of the “opportunities to learn” for the participating teachers. We argue that, while the intentions of the policymakers to provide support and recognition for the teacher clusters were noble and progressive, the consequences of their intervention were somewhat negative and tended to bureaucratise clusters, thereby alienating teachers from these traditionally bottomup structures of professional development. We conclude the article by exploring what the possibilities are for teachers reclaiming the spaces created by the teacher cluster “movement” in South Africa.
Open Access
Integrating Information and Communication Technologies into the teaching and learning of science in Lesotho
(University of the Free State, 2023) Taolane, Bonnqe ‘Mamolibeli; Jita, Thuthukile; Jita, Loyiso
Information and communication technology (ICT) integration in Basic education has been regarded a struggle in some countries, even though the value of technology in education is globally appreciated. Scholars recognised the underutilisation of ICT and many schools in developing countries either have no ICT infrastructure or conditions do not match those where training on ICT integration was held, Lesotho included. This qualitative multiple case study investigated how teachers use ICT in science, currently referred to as Science and Technology at Basic Education in Lesotho, from the interpretive perspective. Three purposively selected Grade 6 - 7 teachers were studied through the Technological Pedagogical Content Knowledge (TPACK) theory, supported with the High Possibility Classroom (HPC) model with their principals engaged in exit interviews. The study reveals the discourses that inform teachers’ ICT integration practices in Lesotho and document classroom practices of ICT integration into the teaching of science and technology in the reviewed curriculum. Lastly, it accounts for the way teachers integrate ICT into teaching of science in Lesotho. Findings from content analysis of interviews, classroom observations and policy framework revealed some interesting factors that contribute to the way teachers integrate ICT in Lesotho. Specifically, the study highlights the status of teachers’ exposure to productive discourses motivating ICT integration. It further reveals the selected teachers’ patterns of classroom practices of ICT integration, incorporating assessment of learners’ 21st-century skills and how contextual constraints to ICT integration were confronted. The study highlights pointers of ICT integration in the Policy frameworks and gaps in Curriculum and Assessment Policy, 2009 and the Science and Technology curriculum for Grade 7. The study recommends Continuous Professional Development for teachers to strengthen their ICT competences and pedagogy; teachers taking responsibility for improving their careers to fit into the global world; support for experienced ICT-integrating teachers to become model teachers for ICT pedagogy and developing Communities of Practice on ICT integration. The study proposed the model for effective ICT integration in primary schools that could inform the education system, curriculum developers, teachers and policy makers especially, of ICT policy for education in Lesotho currently at draft stage. The study further suggests direction for future studies.
Open Access
The integration of information and communication technologies into teaching of physical science in Lesotho
(University of the Free State, 2017-01) Lisene, Lucia Nthooa; Jita, L. C.; Jita, T.
Change is anon-goingprocess that is affected by the person’s capabilities and emotions associatedwith the innovation. The knowledge of information and communication technologies (ICTs) for teaching has recently become increasingly important because of the impact of ICTs on our daily lives. However, many teachers worldwide do not take full advantage of the potential brought by the availability of modern technologies in their daily professional activities.The proposed change to the high school physical science curriculum – the integration of (ICTs) into the subject – is thus likely to depend on teachers’ feelings and abilities. As a result, the researcher examined the practices of the teachers in terms of the ICT resources they may be using and the manner in which they may be using them. The researcher also aimed to answer the question of the type of knowledge the teachers apply in their use and/or integration of ICTs as well as the types of concerns they may be experiencing during the implementation of the ICT-based physical science curriculum. Therefore, the aim of the present studywas to explore the practices, knowledge and concerns of physical science teachers regarding the integration of ICTs into the curriculum in selected Lesotho high schools. As the study is organised into two articles,one of the theoretical frameworks underpinning thefirst article is constructivismbecause this theory emphasises the involvement of the learners in their own learning and so does teaching with ICTs. The other framework that guided the researcher in article 1 is the technological pedagogical content knowledge (TPACK) lens, which is widely employed by researchers to assessteachers’ preparedness to teach efficiently with ICTs. The concerns-based adoption model (CBAM) was utilised for the second article to examine the teachers’ beliefs and aptitudes that manifest as concerns because they are capable of influencing the implementation of the integration of ICTs into teaching. Data were collected from a random cluster sample of 23 schools using a questionnaire based on theCBAM stages of concern questionnaire (SoCQ) and the TPACK survey instrument. The statistical analysis software (SAS) was employed to analyse the quantitative data obtained to get the descriptive results and the ANOVA on the two null hypotheses. The first article addresses the teachers’ practices and knowledge. The first set of results discussed in article 1 reveals that 77% of the teachers used ICT resources such as mobile phones, computers and the Internet for teaching while 80% used them outside the classroom. This demonstrates that many teachers used ICTs even though they used them more for other professional activities than for teaching. The study therefore, concludes that Lesotho teachers integrate ICTs into their teaching of physical science. Nonetheless, the physical science teachers need to be supported in a variety of ways in order to increase the percentages of teachers who use and integrate ICTs from 70 and 80 as well as widen their knowledge to the entire array of ICTs to which they have access. The second set of results from article 2 reveal that the teachers’ TPACK mean score was 2.88 and this score was below the average of 3.0 for the Likert points of the items on teachers’ TPACK, which falls on moderate knowledge. This score demonstrates a lower perception of TPACK, which means a lack of understanding of the integration of technology into pedagogy and content.This implies that the teachers may not have the necessary skills for effective integration of ICTs into teaching even though they attempt to integrate them. The mean for PCK was the highest at 3.89.This is indicative of the teachers’ ability to integrate pedagogy into content successfully. Consequently, there is a need to increase the in-service support to teachers for successful integration of technological knowledge into the curriculum in high schools in the kingdom of Lesotho in terms of maximising the use and integration of a variety of technologies. Article 2 considered the teachers’ concerns regarding the integration of ICTs into their teaching. The results examined in article 2 indicate that the most intense concerns are the informational self-concerns with the highest percentile score at 87.5. This implies that most of the teachers had strong stage 1 concerns hence they wanted to find out more information about ICT integration. However, most of the probability values were above the maximum level risk value,α = 0.05, which indicates that there were no significant differences in knowledge and concerns between the various groups of teachers. The researcher thus concluded that the physical science teachers in Lesotho mostly have informational concerns, regardless of their age, gender, type or location of school and years of teaching experience. Most teachers also have enough pedagogical content knowledge even though they lack technological pedagogical content knowledge. Consequently, the main recommendation of this study is for the in-service and pre-service teacher educators to focus more on the integration of technology into pedagogy and content and for the teachers to engage in programmes that can assist them with the integration of emerging technologies. The teachers’ abilities and concerns require intensive investigation in order to provide customised assistance to the teachers.
Open Access
Issues surrounding teachers' readiness in implementing the competency-based 'O' Level Geography Syllabus 4022 in Zimbabwe
(Society for Research and Knowledge Management Ltd, 2022) Chanda, Paul; Mafugu, Tafirenyika
The qualitative study, which involved a multiple case study design, focused on the issues surrounding the readiness of teachers to implement the competency-based O-Level Geography Syllabus 4022 in the Zimbabwe secondary school system. In adopting a multiple case study design, the research sought to solicit the opinions of all Geography teachers in the Kwekwe district of Zimbabwe on their readiness to implement the competency-based O-Level Geography Syllabus 4022. A technique involving an analysis of primary documents published by MoPSE was done, and ten in-depth interviews with Geography teachers drawn from two secondary schools and two Focus Group Discussions (FDGs) from the same schools were adopted to generate data. The study established that the updated O-Level Geography Syllabus 4022 was introduced without enough consideration of the readiness of teachers for its implementation. It also emerged from the study that the breadth and depth of the issues surrounding teacher readiness to implement an updated syllabus require action to be taken from several fronts to ensure that the subject community is ready for its rapid delivery. Finally, the research paper recommends massive advocacy and sensitisation of O-Level Geography teachers who are at the helm of the user system to allow for effective delivery of the O-Level Geography Syllabus 4022 in the secondary school sector in Zimbabwe.
Open Access
Learning to teach secondary school mathematics from practice: an exploration of the Zimbabwean pre-service teachers’ year-long field experiences
(University of the Free State, 2016) Makamure, Chipo; Jita, L. C.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Previous research in teacher education has examined teaching practice (TP) as an important part of teacher preparation. Accordingly, a number of Zimbabwean researchers have also focused on teaching practice in order to explore its influence on ‘learning to teach’ generally. In mathematics education, the focus on TP partly reflects the belief that ‘learning to teach’ mathematics without practice would be difficult, if not impossible. Despite the importance that is attached to mathematics as a subject and teaching practice as playing a pivotal role in the improvement of mathematics teaching, pre-service teachers’ training has not been helpful in addressing performance deficits in secondary school mathematics. Student achievement in mathematics has remained low in Zimbabwe and across the world. In search of possible solutions to this challenge of poor performance in mathematics, the present study explored the significance and possible contribution of teaching practice to teacher knowledge and expertise which are required to improve secondary school mathematics in Zimbabwe. A mixed methods research approach, based on a sequential explanatory design, was selected for the study. Pre-service teachers and school-based mentors answered questionnaires and focus group interviews. At the same time, college supervisors participated in semi-structured interviews on the connections between pre-service teachers’ expectations and experiences of TP. The first set of findings from the study suggests that before going on TP, pre-service teachers have positive, but perhaps exaggerated, expectations about teaching mathematics and these expectations seem to affect the way they teach in the classroom during TP. The study thus recommends that teacher education needs to address these expectations more directly prior to school placement. The second set of findings point to the apparent discord between the mathematics content that is taught to pre-service teachers during teacher preparation and what they are expected to teach in schools during TP. A better alignment between the college mathematics curriculum and the school curriculum is suggested. This does not mean teaching the high school curriculum in college, but points to the need to align topics and/or themes between the two sets of curricula. Thirdly, the study uncovered a disturbing imbalance between the focus on content knowledge (CK) on the one hand and the pedagogical content knowledge (PCK) and curriculum knowledge on the other. It is therefore suggested that for effective mathematics teaching during TP, the development of mathematics teachers needs to be approached in a holistic manner where content knowledge (CK), pedagogical content knowledge (PCK) and curriculum knowledge are integrated deliberately during teacher preparation. Finally, the findings suggest that there is a difference between pre-service teachers’ expectations before TP and their experiences during TP. The pre-service teachers’ struggle with the transfer of learned skills into classroom practice and the variable quality of the school-based mentorship practices by supervisors explain much of the differences between the expectations and actual experiences. A review of the college syllabus to include more mathematics pedagogy is thus called for, together with a more robust training programme for school and college-based supervisors, in addition to improved incentives for school-based supervision. In conclusion, the current study re-affirms the importance of teaching practice in teacher education in Zimbabwe, as it is in other countries. Teaching practice provides opportunities for mathematics pre-service teachers to spend time in real classrooms and ‘learn to teach’ from experience. However, the study has also established that teaching practice is not just about the time spent in the field, but more about the development of skills and competences for effective teaching and application of principles studied to teach and to bring about change in practice.
Open Access
The level of metacognitive awareness of pre-service mathematics teachers at a higher education institutions
(University of the Free State, 2017) Du Toit, Henriette; Junqueira, K. E.; Du Toit, D. S.; Mahlomaholo, S.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 There are ongoing concerns about educational institutions not empowering learners with the knowledge, skills, and dispositions needed for school achievement, lifelong learning, and the workplace of the new millennium. In particular, South African learners have performed poorly in recent national and international assessments of mathematical proficiency. As a result, the Department of Basic Education has asserted the importance of enhancing the quality of Mathematics teaching and learning. Enhancing the ability to teach Mathematics has the potential to improve educational outcomes, as well as increase future employment and higher education opportunities for young South Africans. The poor Mathematics results point to the need to enhance, among other things, learners’ metacognitive awareness. Metacognitive awareness entails the knowledge and regulation of one’s cognitive processes. Enhancing metacognition could not only support learners in solving mathematical problems, and so improve mathematical achievement, but could also enhance productive and lifelong learning in learners. Fostering metacognitive awareness within Mathematics learners involves first fostering metacognitive awareness in Mathematics teachers, who are responsible for facilitating quality Mathematics teaching and learning. However, research suggests that teachers generally do not teach or model metacognitive awareness to their learners, or display metacognitive adaptive competence in their own teaching practice. The purpose of the study was to determine the level of metacognitive awareness of Mathematics pre-service teachers at a Higher Education Institution. Framed within a post-positivist/interpretivist paradigm, a mainly quantitative research approach with a minor qualitative enquiry informed the study. The Metacognitive Awareness Inventory (MAI) was distributed to fourth-year Mathematics pre-service teachers at a South African Higher Education Institution in order to determine their metacognitive awareness regarding Knowledge of cognition (comprising of Declarative knowledge, Procedural knowledge, and Conditional knowledge) and Regulation of cognition (comprising of Planning, Information management, Monitoring, Debugging, and Evaluation). To enrich the findings of the quantitative analysis, the qualitative data generated from a think-aloud problem-solving session—where the pre-service teachers recorded their thought processes whilst solving a problem—was analysed to determine the extent to which their reported metacognitive awareness translated into successfully solving a Mathematics problem. In the quantitative findings on the MAI, the pre-service teachers reported a moderately high level of metacognitive awareness; in addition, they reported a higher level of metacognitive knowledge (Knowledge of cognition) than of metacognitive skills (Regulation of cognition). Findings from the think-aloud problem-solving session, meanwhile, point to an inadequate level of metacognitive awareness, indicating a gap between what the pre-service teachers report to do in the learning and problem solving of Mathematics and what they can actually do in a problem-solving context. There is historical precedent for this gap, as noted in the scholarship. The close of the study highlights the need to enhance the metacognitive awareness and reflective practice of these Mathematics pre-service teachers by enhancing their metacognitive skills—Monitoring, Debugging, and Evaluation—and enhancing their problem-solving skills. It is further recommended that reflective problem-solving opportunities built around complex, novel problems be incorporated into Mathematics modules in teacher training, to facilitate prolonged and deliberate reflection. More broadly, it recommends that metacognitive reflective and problem-solving opportunities are provided for novice and underqualified teachers. Such opportunities will aid prospective and current Mathematics teachers to become mathematically proficient and metacognitively aware themselves, to deal with novel scenarios in Mathematics and their teaching practice and to translate this metacognitive adaptive competence for their learners.
Open Access
Middle management and instructional leadership: a case study of natural sciences’ heads of department in the Gauteng Province
(University of the Free State, 2016-02) Malinga, Cynthia Baxolile Balamlile; Jita, L. C.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Natural Sciences (NS) Heads of Department (HODs) in schools often find themselves in the middle, shuttling between a role in the management of the school and another as ordinary classroom teachers. This is in addition to their role as subject leaders, a role which is made even more complex by the fact that NS is a conglomerate subject which brings together at least four science disciplines, each with its own disciplinary culture and expectations. Leading such a multidisciplinary subject department requires, among others, competence in each of the sub-disciplines and how to teach them effectively together with the ability to provide support and guidance to other members of the department by setting and monitoring standards of performance in the classrooms. This is a tall order for many HODs under the best of circumstances. The history of under-privilege in many South African schools and the relatively weak subject matter competence among many of the science teachers and HODs makes this even more complicated. How do NS HODs in South Africa negotiate their roles as middle managers to provide effective instructional leadership in their subject departments? Furthermore, what is their capacity to provide such subject leadership and how can it be enhanced? The study uses a mixed methods research approach with questionnaires, semi-structured interviews and observation of subject department meetings as data sources to understand the realities of providing subject leadership for NS in selected schools within the Gauteng province of South Africa. The findings are reported in five articles that address different research questions. The first article explores the ways in which HODs in South Africa provide instructional leadership for NS specifically. The second article examines the nature and quality of support and guidance that the HODs receive from their principals and the subject advisors in respect of the multidimensional roles as subject leaders and middle managers. The third article provides a comparative perspective of instructional leadership for NS among six formerly segregated schools in the Gauteng province. The fourth article examines the perceptions of the NS teachers on the quality of instructional leadership provided by the science HODs. The final article discusses the issue of “capacity to lead” and examines the possibilities and opportunities for enhancing the capacities of the NS HODs. The first set of findings suggests that most science HODs do not teach NS and/or do not have the instructional experience needed for all the sub-disciplines under their leadership. Some are not adequately qualified to teach NS at all and/or do not have the subject matter competency, the Pedagogical Content Knowledge (PCK), or the professional credibility to lead NS instruction. As a result, they often resort to monitoring instruction through desk-top reviews of teachers’ and students’ work rather than conduct any meaningful classroom observations or spend time discussing curriculum issues with the teachers. This limits their capacity to provide effective instructional leadership. The second set of findings have to do with the conglomerate arrangement of the science departments in the schools, which makes it difficult for science HODs to focus attention on NS relative to the other subjects in the mix. As a result, the NS teachers feel marginalised and are overshadowed by the senior secondary subject teachers, whose subjects receive more attention because of their prominence in the Grade 12 national examinations. The third set of findings uncovered the rather weak position of the science HODs as middle managers within the overall leadership hierarchy of the school. By virtue of their position within the school leadership hierarchy, the science HODs do not have much of a say on who gets allocated to teach NS, how the subjects are grouped within the science departments and how time is allocated and/or protected for subject meetings and professional development of teachers. The fourth set of findings unpack the observation that subject advisors and other district support officials often choose to work directly with the NS teachers in providing professional development and/or curriculum support on the new Curriculum and Assessment Policy Statement (CAPS) with no similar support for the HODs specifically. While the HODs benefit from such support by the district, the benefits relate more to their roles as teachers rather than as subject leaders. The final set of findings show that neither the school leadership teams nor the district offices engage in any periodic reviews of the school-based subject leadership structures and practices to determine their effectiveness, thereby limiting the possibilities and opportunities for enhancement of subject leadership at the school level. The study concludes with a discussion of the complexities of leading NS departments within the current school contexts and configurations. Firstly, the requirements for multi-disciplinary expertise and competency in all of them represent a tall order for many HODs. Secondly, the current allocation of NS teachers by school leaders does not carefully consider their specialisation and that of the HODs who are expected to provide support for improved instruction. Thirdly, the success of the science HODs in supporting instruction depends on how the school arranges its systems and infrastructure to support instruction and its improvement in each subject. Lastly, the capacity of science HODs to provide effective instruction leadership is compromised by their middle management position, which provides neither the time and resources nor the required authority for such subject leadership. The study recommends a review of the structures and practices for subject leadership in schools in order to provide the time, resources and authority for HODs to improve their capacity to lead. School leaders and district officers need to re-examine their criteria and processes for allocation of both the NS teachers and the HODs in order to foster subject competence and better leadership. Furthermore, subject specific training and support in the NS sub-disciplines, especially the physical sciences strands, is required for science teachers and their HODs. Finally, the relationship between HODs and subject advisors needs to be strengthened by forming a professional learning community (PLC) for these subject leaders in order to enhance the capacity to lead NS in schools. ___________________________________________________________________
Open Access
'n E-onderwysgebaseerde benadering tot die implementering van die Nasionale Kurrikulumverklaring vir fisiese wetenskappe: 'n didaktiese perspektief
(University of the Free State, 2012-11-11) Van Breda, Jacobus; Du Toit, E. R.
English: Since the South African government decided in 1997 to replace traditional education with outcomes-based education, curriculum transformation has as yet for various reasons not realised in the Physical Sciences classroom, thus resulting in poor marks in Physical Sciences. This study was prompted by the above realities and the fact that education reform in South Africa cannot occur in isolation from globalisation and the demands of 21st-century teaching-and-learning. The overarching aim of the study thus was to propose guidelines for an ICT-integrated approach to teaching and for a learning environment that can lead to the successful implementation of the Physical Sciences curriculum in the classroom. In order to achieve this aim, the research had, on the one hand, to focus on those aspects against which successful curriculum implementation can be measured and, on the other, be directed at the contribution which the use of digital technology could make in curriculum implementation. The above led to a comprehensive literature study during which Physical Sciences curriculum documents and other teaching-and-learning literature were investigated within the context of UGO, constructivism as well as effective principles of learning. Ultimately eleven so-called “implementation principles” were identified (see 2.7.1). Thereafter it was established how different ICT usages can be practically and feasibly used in order to contribute to the realisation of the implementation principles in the Physical Sciences classroom. Due to the fact that today’s learners belong to the Y generation, with their unique needs, as well as the fact that over 80% of all South African learners are taught Science in a language that is not their home language (see 1.2.2.2), much attention was paid to these aspects in this study. A quantitative research design was used and data were collected by means of a questionnaire, as measuring instrument. Although multi-choice and binary-type questions were also used, the questionnaire mainly consisted of five-point Likert-type questions (see 4.10). The questions in the various sections of the questionnaire dealt with “daily ICT applications”, learners’ home environment, language of teaching-andlearning, the availability and use of ICT in the school environment, learners’ experience of the ICT Laboratory (see 1.2.3) as learning environment as well as their experience of ICT applications in the Laboratory. The test sample consisted of 110 Physical Sciences learners who visited the ICT Laboratory regularly. The Statistical Processing unit of the ICT services at the University of the Free State processed the questionnaires by means of the SPSS computer package. The information gleaned from the literature study as well as the empirical research enabled the researcher, from a didactical perspective, to propose guidelines for an e- Education-based approach to the implementation of the National Curriculum Statement for Physical Sciences (see 6.4). The study emphasises the essential role of the teacher in identifying suitable ICT applications that can be used to the benefit of teaching-and-learning within a 21stcentury learning environment and in service of the implementation of a Physical Sciences curriculum.