School of Education Studies

Permanent URI for this community

http://hdl.handle.net/11660/46

Browse

Now showing 1 - 20 of 277

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
Alternative quality assessment practices in Lesotho
(University of the Free State, 2008-11) Khaahloe, 'Matselane Belina; Kotzé, G. S.
The focus of this study is on the quality of assessment practices in assessing student achievement in institutions of higher education in Lesotho. The purpose of the study was to investigate the quality of assessment practices in assessing student achievement, and also to determine the extent to which alternative assessment practices are used in institutions of higher education in Lesotho. Five institutions were selected to take part in the research. The design of the research is a descriptive survey. The study further employs a multi-method approach, within which quantitative and qualitative methods are combined. A literature study was undertaken to provide the background and the context of the problem. The empirical study employed a survey in which separate questionnaires for students and lecturers were compiled. The questionnaires were used to gather data on the quality of assessment practices and the extent to which alternative assessment is used in higher education in Lesotho. Interviews were also used to determine the initiatives of the Lesotho government in improving the quality of assessment in institutions of higher education in this country. Three instructional leaders from the selected institutions of higher education were interviewed. Pilot studies were carried out to test the clarity and feasibility of both the questionnaires and the interview protocol. Request to conduct the research study was sought and permission was granted. The Department of Statistics at the University of Free State assisted with the analysis of the quantitative data collected through student and lecturer questionnaires, while the researcher analysed the qualitative data collected through the interviews held with Lesotho government officials from the higher education sector. The study has uncovered that the quality of assessment practices in institutions of higher education is satisfactory in some aspects, while in others quality is not acceptable. It has also been revealed that the use of alternative assessment is very limited in institutions of higher education in Lesotho. The quality of assessment practices need to be maintained, enhanced and continuously improved to meet the emerging contexts. It was concluded that the use of alternative assessment practices can enhance the quality of assessment in higher education in Lesotho.
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
Attitudes and occupational sex-role stereotypes relating to natural science studies in higher education among rural Black females
(University of the Free State, 2009-12) Makate, Paulina Pulane; Viljoen, M. C.; Wilkinson, A. C.
English: The purpose of the study was to investigate the relationship between science attitudes, occupational sex-role stereotypes and the entrance of rural Black females into natural science studies in Higher Education (HE). Through this process it was endeavoured to shed light on the factors that deter Black females from pursuing science studies or following careers in the natural sciences. The sample consisted of 112 Black female grade 12 learners from 5 rural schools in the Xhariep district Free State. Marks obtained in biology, physical science and mathematics were regarded as the criterion for entrance to natural science studies. The marks were obtained from the results of the Grade 11 examinations of November 2008. The standardised measuring instruments used in this quantitative study were the Science Attitude Scale for Middle School Students and the Occupational Sex-Role Stereotype Questionnaire. Data was analysed using univariate and multivariate statistics. Results in this study revealed that the academic achievements of Black Grade 12 female learners in biology, physical science and mathematics were poor in Grade 11. The results showed that there were no significant relationships between science attitudes, occupational sex-role stereotypes and the marks in biology, physical science and mathematics. All P-values were greater than 0.05. In the case of marks in biology and physical science, the confounding variables (ethnicity, age and psychosocial factors) did not have a significant effect on the dependent variable. However, in respect of the dependent variable (marks in mathematics), age and psychosocial background factors both had a significant effect, but not ethnicity. It was interesting to note that ethnicity was not a significant confounder, because the P-value was greater than 0.05. However, the t-test indicated that the performance of Xhosa females in science (consisting of their total marks in biology, physical science and mathematics) was better than that of the South Sotho females. Recommendations for various stakeholders were presented. They include: creating classroom environments that spark initial curiosity and foster long-term interest in biology, physical science and mathematics, providing spatial skills training, helping learners to structure appropriate study habits and to develop identities as learners, exposing learners and students to laboratory work in university chemistry and in schools, increasing parental involvement, providing teachers with mentorship programmes in the teaching and learning of biology, physical science and mathematics, preparing secondary school learners for higher education and improving educator qualifications in biology, physical science and mathematics.
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 experienced by physically challenged learners in practical physical education classes in South Africa: a systematic analysis
(Noyam, 2024) Thekethe, Dikeledi B.; Ogbonnaya, Ijeoma C.
This paper, framed within the interpretivism theory, argued that government, stakeholders, and policymakers could foster and promote policy advocacy to address the challenges militating against the participation of physically challenged learners (PCLs) in practical physical education (PE) classes. Despite the noticeable need for physical activities in the lives of PCLs, there are growing concerns that learners in physical education classes still face many challenges in practical classes. The research was a systematic review of literature that identified studies that focused on the challenges that PCLs experience in practical physical education classes. Data was gathered from a collection of relevant articles as well as 20 publications that were critically reviewed. Only ten publications were found to meet the inclusion criteria. As a result, four main themes emerged from the data as thematic analysis was adopted. The findings revealed that PCLs frequently encounter challenges such as inaccessible equipment, poor social support, the PE curriculum/programme, and a lack of teachers training in practical physical education classes, which can limit their ability to engage and fully participate in PE practical classes. The study contributed to the body of physical education studies by providing a framework for a more integrated Physical Education for Physically Challenged Learners (PCLs), which could be implemented all around the world. It recommends, among others, that the members of the executive councils, school management teams and policymakers should work together by providing schools with accessible equipment and strong social support for PCLs to feel less isolated and more supported. This study concludes that exploring these challenges and developing coping strategies can help to ensure that PCLs can participate and benefit from PE practical classes.
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
Changing perceptions regarding the use of information and communication technologies through subject-specific professional development: insights from a South African case study
(University of the Free State, 2021-11) Mafojane, Molie Abittah Johanna; Stott, Angela; Jacobs, Lynette
Limited technological and pedagogical content knowledge (TPACK) and unfavourable beliefs about teaching with ICT, hinder teachers’ integration of Information and Communication Technologies (ICT) in their teaching. In this study I investigated the extent of change, across the intervention, of the ICT beliefs and practices perceived by the 86 South African Physical Sciences teachers who attended a year-long subject-specific short learning programme, which targeted TPACK development and was offered in a blended mode by a university. This is a pragmatically conducted mixed-methods case study guided by the theoretical frameworks of the Technology Acceptance Model, the Theory of Planned Behaviour, and the SAMR (Substitution, Augmentation, Modification and Redefinition) framework. The pre- and post- 27-statement Likert-scale questionnaire data from the 53 participants who completed both, were analysed quantitatively both descriptively and statistically. This data guided the purposive sampling of 17 of these participants for engagement in audio-recorded semi-structured interviews, which were transcribed, coded and analysed qualitatively using NVivo. Additionally, the participants’ descriptions and supporting photographic and video evidence of a lesson they submitted for assessment for the programme, also formed part of the qualitatively analysed data. The findings suggest that the programme was effective at changing the beliefs and practices regarding ICT integration, of a considerable number of the teachers, who tended to perceive these changes as having multiple positive effects on the quality of their teaching practice. However, this was attained with considerable effort. Also, several school factors were found to inhibit the extent to which the participants were able to implement what they learnt in the professional development opportunity in their classrooms. Furthermore, several issues that had not been anticipated at the start of the programme arose as obstacles which reduced the efficacy of the programme for some of the participants. Based on these findings, I make several recommendations for future iterations of this, or similar, programmes, as well as recommendations for teachers, principals and district officials, to enhance the likelihood of effective integration of ICT usage in subject teaching.
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
Chronicles of the experiences of orphaned students in a higher education institution in Kwazulu-Natal
(University of the Free State, 2015-02) Mthiyane, Ncamisile Parscaline; Nkoane, M. M.; Beyers, C.
English: Given the escalating number of orphans globally, orphanhood and caring for the orphaned has become one of the major challenges faced by societies. In South Africa, the major goal for the supportive initiatives and developments is to meet the needs of a democratic society. This growing numbers of Orphaned and Vulnerable Children (OVC’s) may have considerable impact on the higher education institutions (HEIs) and on the lives of higher education (HE) students. One of the consequences of challenges faced by students in HEIs is characterised by the recent access of students from diverse historical, educational, socioeconomic and socio-cultural backgrounds. Access to students from diverse backgrounds previously unrepresented in HE, the disadvantaged and orphaned, is still a challenge for HEIs and to some extent contributes to them giving up their studies or dropping out. Working within the critical emancipatory paradigm, this study seeks to chronicle the experiences of orphaned students at a HEI; to give them a platform on which to voice their perceptions through critical engagement in meaning-making discourses about their lives and circumstances. An eclectic mix of Critical Emancipatory Research (CER) and Bronfenbrenner’s Ecological Systems Theory (BEST) is utilised with the understanding that orphanhood is a social challenge; and inorder to make any interventions the outcomes are to be psychosocially, historically, politically and culturally responsive or appropriate to individuals who are pushed to margins of the society. While CER in this study addresses issues such as empowerment in contexts, inequality, oppression, domination, suppression, alienation, power and transformation, Bronfenbrenner’s Ecological systems theory is adopted to focus on the quality of interrelationship between HE orphaned students and their contexts. Methodologically, this qualitative study presents how CER and BEST principles are integrated within Participatory Action Research (PAR), an approach which enhances collaborative engagements, and empowers students to take decision by putting theory into practice. A single case study was chosen and utilised to allow for in-depth explorations of the participants’ experiences and how they address orphanhood needs and challenges in a HEI. Purposive snowballing sampling was utilised to identify participants. To generate data from one-on-one and focus group discussions (FGDs), reflection journals and verbal reflections, a Free Attitude Interview (FAI) technique was employed. Considering the sensitive nature of reliving the past in this study, ethical considerations were observed to guard against possible ethical dilemmas, and the less obvious yet harmful effects of research. Critical Discourse Analysis (CDA) approach was utilised to analyse written texts and spoken words to reveal the discursive sources of power, dominance, inequality, and bias and how these sources are initiated, maintained and transformed within specific contexts. The findings and conclusions of the study have proved the existence of orphaned students in HEI. Further highlighted is how issues of orphanhood, economic challenges and poverty are embedded in how this impact on academic performance, curricula needs and approaches relevant for pre-service teachers. Therefore, following engagement in transformative and participatory methods that embraces students’ capabilities, form basis for psychosocial empowerment. As a recommendation based on findings and conclusions, I have suggested that further studies on the application, monitoring and evaluation of the strategies for care and support framework of the orphaned in an HEI and how these could be linked to and applied utilising participatory approaches (PAR). Further recommendations include preservice training programmes on psychosocial development; review of HE policies focussing on accessibility and relevancy and creation of ongoing support and mentoring programmes for the students to feel effectively empowered and emancipated in the years spent in HEI an implication for improved rates of input and output.
Open Access
Closing the gap: the relationship between academic access policy and implementation at Universities in South Africa
(University of the Free State, 2001-05) Maharasoa, 'Mangaka M. A.; Fourie, M.
On the whole, Mr Malgasperceived the model as having the potential to make a contribution in the enhancement of student access to South African universities. Nevertheless, he observed that the issue of "resource commitment" had not been emphasised in the framework. According to Mr Malgas, the government should back access policies with provision of resources (financial, physical and otherwise) to facilitate ease of implementation. Drawing from his previous experience at universities in South Africa, the Registrar: Natal University, mentioned that even with the institutional access policy aspirations in place, only a limited number of learners were normally admitted to avoid over-stretching the existing resources. Mr Malgasalso suggested that the question of student support be included in the framework, because in his opinion, it would be unacceptable to admit lea~nersand not help them through their programmes.
Open Access
Collaborative learning: a veritable tool for promoting classroom participation among pre-service teachers in rural universities in South Africa
(OpenEd Network, 2022) Adebola, Oyinlola Omolara; Tsotetsi, Cias
The benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study.