Doctoral Degrees (School of Education Studies)

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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
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
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
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
A collective biography of teachers’ experiences of school violence and its perceived consequences for curriculum delivery
(University of the Free State, 2021) Shabangu, Philangenkosi Excellent; Kruger, F.; Muller, M.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 School violence is a frequent occurrence in many schools in South Africa and finds expression such as teacher on teacher, teacher on student, and student on student violence. It is argued that contributory factors of school violence relate to the poor economic, social, and cultural background of learners, poor parental guidance, and peer pressure. In this study, I explored teachers' experiences of school violence and its perceived consequences for curriculum delivery. This study is situated within the transformative paradigm as it sought to enable collective action towards transformation in responding to the prevailing occurrence of school violence. Furthermore, the study employed critical peace education as a grounding theory to inform such collective action. In line with the qualitative nature of the study, I employed narrative inquiry as a research methodology to interrogate how teachers make sense of their experiences of school violence and the perceived consequences for curriculum delivery. The inquiry focused on narratives as stories of experience, known as experience-centred narratives. As such, I specifically employed collective biography. Collective biography allows a group of people to share memory stories on a chosen topic through the technology of speaking, writing, and listening, thereby allowing participants to identify and unpack the discursive threads and mutual cultural narratives by which subjects shape and render themselves and others recognisable. This study was conducted in the Mashishing education circuit of Bohlabela District in Mpumalanga, South Africa. Five teachers were purposively selected to participate in the study due to their experiences of school violence. This study employed currere as both the analytical framework and the process of inquiry. Thus, the development of an analytical framework was a significant component of this study because it provided the data generation strategy. The analytical framework of currere allowed participants to engage in a complicated conversation about school violence. This study employed participant journals and two open-ended group discussions as data generation strategies. The participating teachers made use of their journals to recall their past experiences of school violence, capture it as it was, and how these experiences hover over and inform the present. During the open-ended group discussions, participants collectively shared their memories and, based on these, developed possible strategies to mitigate school violence. To interpret the generated data, thematic data analysis was employed, and to ensure trustworthiness, crystallisation was employed. In this study, emphasis was placed on the value of creating collective efforts to transform school communities by working toward and fostering a culture of peace that is conducive to curriculum delivery. Based on the analysis of the generated data, I argue that teachers face school violence, ranging from physical, cultural, and structural violence, daily, and that such manifestations of violence hold negative consequences for curriculum delivery. To mitigate the manifestations of school violence, participating teachers should collectively develop collaborative strategies that can be employed to mitigate school violence and the negative consequences it holds for curriculum delivery. ___________________________________________________________________
Open Access
Conceptualising education for ecological democracy in Lesotho: An African philosophy of education perspective
(University of the Free State, 2022) Mutebi, Richard; Barnett, E. P.; Kruger, F.
Climate change is a global threat that has brought us to the edge of ecological precarity. The crisis we face due to climate change impacts all aspects of human life, a reality which raises substantial concerns while highlighting our communities' relationship with the environment. Natural factors such as volcanic eruptions, changing ocean currents, solar variations, and internal variability are experienced in different countries. These natural factors are inducing climate change at an alarming rate. Such natural factors have been identified among those responsible for the climate-related disasters experienced by various countries in the recent past. Therefore, we are compelled to articulate and put in place structures to mitigate the causes of climate change to the changes already occurring. This qualitative study explored the potential contribution of the African Philosophy of Education, grounded in communitarianism and expressed through the concepts of ubuntu and ukama, to conceptualising education for Ecological Democracy in the Lesotho education policy context. The study adopted a transformative paradigm to address the main research question: What potential does the African Philosophy of Education offer to conceptualise education for ecological democracy within the context of the Lesotho education policy? A qualitative approach supported by a literature review, document and policy analysis unpacked the African Philosophy of education and its communitarianism concepts of ubuntu and ukama. As a literature review study, the study did not have participants but was guided by Samuel's guidelines on policy reading and Gagnon and Labonte's framework of analysis. I analysed the content of selected documents that address climate change in Lesotho and the Lesotho educational policy landscape to conceptualise the potential of Lesotho education for ecological democracy. Analyses of the documents revealed that climate change mitigation in Lesotho is possible when citizens are motivated to work through communities to maintain and preserve the Basotho cultural identity grounded within the African Philosophy of Education and its incorporation of the African ideas of ubuntu and ukama. By communitarianism living and observing democratic governance, people in communities learn to cooperate and collaborate, and care for the environment, and this will benefit not only humans but also non-humans through the creation of structures allowing harmonious living between humans and non-humans, and contribute to the knowledge of ecological democracy.
Open Access
Constructing an enabling learning environment for the development of critical thinking skills in history teaching
(University of the Free State, 2017-06) Chawira, Michael; Moreeng, B. B.; Tshelane, M. D.
This study was initiated with the primary aim to provide history classroom practitioners and history curriculum designers with a framework that can be used in constructing an enabling learning environment for the development of critical thinking skills in history teaching. This undertaking was prompted by the realisation that although the history curriculum in Zimbabwe espouses the skills based approach in history teaching like in many other countries, constructing an enabling learning environment has proved to be elusive for history teachers. In the endeavour to suggest the guidelines for constructing an enabling learning environment, the Marxist theories of critical theory and critical pedagogy, the neo-Marxist theory of constructivism in its various strands, the challenges encountered in history teaching and the developments in history curriculum in Zimbabwe since 1980 were eclectically fused. This was done in order to respond to both the literature study and the empirical study findings which suggested that approach. The research design adopted for this study is the multiple case study design as guided by critical theory as the theoretical framework couching the study. This was done to allow the use of naturalistic data collection suitable in a qualitative study of this nature. The sample which was chosen through purposive sampling included three secondary schools in Gweru Urban District in the Midlands province of Zimbabwe. One history teacher was selected for detailed study at each of the three schools since the aim was for depth rather than breadth. The empirical study involved the collection of data using document analysis, interviews and lessons observations. Data was analysed using interpretive qualitative data analysis. This was done to ensure that „thick description‟ which is commensurate with qualitative study findings‟ reporting would be realised. Excerpts from document analyses, interviews and lessons observations have been used generously to report the findings of the study. The major finding of the study is that there is need to develop a framework that can be used in constructing an enabling learning environment for the development of critical thinking skills in history teaching. This is based on the findings of the challenges that history teachers encounter in constructing an enabling learning environment for the development of critical thinking skills from both the literature study and the empirical study (see 5.3). There is very limited capacity of the participating history teachers to construct an enabling learning environment for the development of critical thinking skills in history teaching as revealed by the plethora of challenges they encounter. The findings on the current practices by history teachers suggested that there is very little exposure of the history learners to enabling learning environment for the development of critical thinking skills in history teaching. This is anchored on the findings that history teachers continue to use the traditional methods of teaching history, use the traditional resources and traditional assessment procedures (see 5.4) which do not augur well for the development of critical thinking skills in history teaching. There is an urgent need to revamp history teacher training in order to incorporate the world view of critical theory and its associated corollaries of critical pedagogy and constructivism. Critical theory will help to equip history teachers with the necessary philosophy of teaching history which in this study is viewed as the need to develop critical thinking skills. Critical pedagogy and constructivism will assist history teachers with the relevant pedagogy for the development of critical thinking skills in history teaching. History teachers need to improve on all the four components of enabling learning environment suggested in the framework and these are the process oriented learning environment (POLE 1), participatory oriented learning environment (POLE 2), context oriented learning environment (COLE) and continuous improvement oriented learning environment (CIOLE). This proposed framework that can be used in constructing an enabling learning environment is taken to be the main indication of the achievement of the aim of this study. The envisaged Zimbabwe curriculum for 2017 which seeks to make critical thinking the kingpin of the expected learner outcomes will be served best in history teaching with the eclectic construction of an enabling learning environment from these four components of an enabling learning environment.
Open Access
Constructing an information base on teacher targeted bullying towards policy formation
(University of the Free State, 2023) Campher, Roelof Petros; Jacobs, Lynette; Reyneke, Mariette
The primary objective of this study is to develop an information database on bullying of teachers, with the aim of formulating policies to safeguard them against workplace bullying within the South African context. This study is underpinned by a theoretical framework comprising three prominent theorists, namely Habermas, Foucault, and Paulo Freire. The communicative action theory of Habermas was utilised to propose the use of language and dialogue between perpetrators of bullying and victims, in order to establish mutual understanding and consensus that could lessen or even eliminate bullying. Foucault’s theory was used to gain insights into power and knowledge, and the productive nature of power. Foucault advocates for the positive use of power and knowledge and the substitution of undesirable notions and characteristics of the effectiveness of power. He advocates for enlightenment in using power for better social functioning between the superior social class (bullies) and the inferior social class (victims). Furthermore, the study draws on Paulo Freire’s Theory of Pedagogy of the Oppressed, which is based on notions such as concern for humanisation and dehumanisation. Dehumanisation refers to the actions of the perpetrators (oppressors) of bullying, while humanisation is concerned with the recognition by bullies of their actions, and their liberation in becoming more fully human beings, hence achieving liberation. The NRV Workplace Bullying Model that I developed from my Master’s study, suggested an explanation of the phenomenon of victimisation in the workplace, elucidating the linearity and devastating consequences of victimisation, and its impacts on the well-being, productivity, and effectiveness of employees within the system. The theory sheds light on the role of government institutions and management as perpetrators of bullying, resulting in the exit of employees from the workplace. These theoretical underpinnings are imperative in framing and understanding bullying and teacher targeted bullying (TTB) within the South African context. A comprehensive scholarly literature investigation on bullying and victimisation informed the study, in order to explain the complete nature of bullying and TTB, from how it manifests to its devastating effects on victims. Past research on TTB and its impact on victims during the current COVID-19 pandemic was also examined. To comprehend the primary purpose of this study, an interrogation of the legal framework on teacher protection in schools was undertaken. This involved examining what is advocated by the South African Constitution, the South African Schools Act, Teacher Unions, School Governing Bodies, School Management, and recent cases of teacher targeted bullying in South Africa, as well as the judgements handed down. An exploratory sequential mixed methods approach was followed in this study. First, a qualitative interrogation of the South African legislative framework on teacher protection was conducted, in addition to a quantitative section that included gathering empirical quantitative data through questionnaires. An existing questionnaire from an earlier study was adapted for COVID-19 times and the data was collected from participants using the snowballing technique, with a digital link that was shared. This provided an overview of the perceptions and experiences of teachers regarding TTB. Additionally, four audio discussions were conducted to deepen the understanding of TTB and possible measures to prevent it. The research findings have revealed numerous complexities related to the exposure of teachers to TTB in schools, including their experiences and perceptions, as well as recommendations from participants on how to combat TTB. In an interview with a departmental official confirmed my premise that there is no official TTB policy in place to protect teachers. These findings, linked with the theoretical and legal frameworks, this thesis provide a comprehensive information base that can be used by the Department of Education in the formation of policies aimed at addressing TTB in schools. In my final chapter, I provide a summary of the information base and propose elements for consideration in the formulation of such a policy.
Open Access
Creating a culture of effective learning through invitational education: a development program for teachers
(University of the Free State, 2000-11) Swanepoel, Zendré Ivy; Brazelle, R. R.; Paulsen, W. J.
English: South Africa has been going through various changes since 1991. Education was no exception. Unfortunately, change also brings about uncertainties, which is exactly what the poor matric results brought to the minds of educators. Since many state-aided schools opened their doors to disadvantaged learners, poor matric results prevailed year after year. In 1997 a task-group was set up to examine the situation and find reasons for the complete collapse of a culture of learning and teaching. All stake-holders are responsible for the collapse of the culture of learning and teaching. Learners, teachers, parents, principal, governing bodies as well as departmental officials should accept joint responsibility for the present situation. In order to restore the culture of learning and teaching the Department of Education should not only try to improve the teacher-learner ratio, but should train teachers to become sensitive to the individual needs of learners, whether it may be social class differences or their individual cognitive abilities. Teachers should be guided towards developing their own potential in order to be optimistic, friendly and open to the needs of learners and the educative process. All of these mentioned factors would then lead to the creation of an inviting, positive learning environment which is conducive to facilitate effective learning. The principles of Invitational Education sets the scene for creating an inviting learning atmosphere through viewing learners as able, responsible and valuable. Teachers' behaviour is aimed at being intentionally inviting. Through this stance, they show their optimism and affirmative attitude towards teaching which in return brings forth more positive attitudes from the learners. Building learners self-confidence by making them feel special and proud, motivate them to reaching their full potential. Conflict is resolved in a constructive manner and policies and programmes are tailored to the learners' needs and to the principles of Invitational education. Through empirical investigation factors are identified which might influence effective learning. Factors relating to the learner, teacher and learning process were identified and analysed. The legal and educational requirements for a training programme was examined. The requirements of the National Qualifications Framework for the registration of units and qualifications were explored as well as Outcomes-based Education as proposed educational model in South Africa. A synthesis is proposed between principles of Outcomes-based Education and Invitational education in order to show that the invitational approach to teaching fits in well with the new educational model. Finally, a programme is structured according to which teachers in South Africa could be trained in the principles of Invitational Education in order to facilitate effective learning.
Open Access
Creating sustainable learning environments for a grade 10 accounting classroom: a critical accounting approach
(University of the Free State, 2016-06) Qhosola, Makeresemese Rosy; Mahlomaholo, M. G.; Nkoane, M. M.
English: The way in which accounting is taught in the Grade 10 classroom, presents a challenge to the pedagogical content knowledge. More teacher – centred methods of teaching are widely used, where memorisation with the focus on the examination is common. The textbook is still the primary source of instruction. Content is mainly abstract to which learners struggle to relate, in a way which is meaningful to their lives. The teaching of accounting contradicts with the key documents that are constitutionally derived. The roles of teachers are compromised intensively, in a way that undermines facilitative strategies and the ability to use suitable assessment strategies, which result in unsustainable learning environments. On the basis of the above, the study aims to formulate a strategy to create a Sustainable Learning Environment for a Grade 10 accounting class using a Critical Accounting Approach. In order to achieve this, the following specific objectives were derived to guide the study: - To analyse and understand the challenges in the creation of SuLE for a Grade 10 accounting classroom - To explore strategies in the creation of SuLE using the Principles of Critical accounting approach - To investigate the conditions that make the creation of SuLE through the use of Principles of Critical accounting approach - To anticipate possible threats to that might hamper the creation of SuLE through the use of Principles of Critical accounting approach - To identify the indicators of success and lack thereof. Critical accounting research (CAR) is used as the theoretical framework informing the study. It contains assumptions that guide and direct the thinking and actions taken by the researcher and participants. It is the best-suited theoretical framework for the study because of its recognition that accounting is a social science and not a mere collection of abstract mathematical manipulations or calculative routines. CAR is the lens positioning my stance in relation to the participants in an aspect of the whole study. The critical accounting framework is used for the study since it can offer many opportunities for students to explore and transform their knowledge in a way meaningful not only to them but also to the benefit of society. Furthermore CAR complements the research design and methodology of the study which is the Participatory Action Research (PAR) approach because they are both concerned about the impact of accounting to the community and society at large. PAR is a philosophical approach to research that recognises the need for persons being studied to participate in the design and conduct of all phases of any research that involves them. It is through PAR that the meetings, dialogues, discussions with the focused groups were conducted, which consisted of lecturers, students, subject heads, coordinators and members of NGO’s as well as departmental officials, the results were analysed through Critical discourse analysis since it allowed for the use of text by participants. The study revealed its findings and recommendations as well as conditions that would make the recommendations work, while indicating possible threats and ways to circumvent them and indicators of the successful implementation of the strategy are discussed. Many findings led to the conclusion that the teaching of accounting should be optimal as a result of effective teaching and learning strategies which are learner-centred, promote self-regulated learning, and are compatible with the prescripts of a democratic constitution of the country such as equity, social justice, peace, freedom and hope. The study ends by proposing a strategy to create a Sustainable Learning Environments for a Grade 10 accounting using a Critical Accounting Approach, which include the same components as used in the study itself.
Open Access
A critical analysis of the ideological foundations of South African education in the transitional process from a deterministic to a democratic education system
(University of the Free State, 2000-05) Le Roux, Adré; Coetzee, Daniella; Zecha, Gerhard
English: In order to critically analyse the ideological foundations of South African education, a link was established between the nature of the transition from a closed to an open society and the emergence of an ideology. It was concluded that only when the differentiation of culture into different life spheres (inter alia, science, the arts, the school and the state) takes place in accordance with the distinct structure by which each sphere is constituted, such life spheres will coexist alongside each other. However, when one life sphere is accredited the status of the supreme source of authority, then other life spheres are regarded as subservient to the elevated sphere. In this regard it appears that the elevation of a life sphere to a supra-modal status constitutes the emergence of an ideology. While the latter represents a hierarchical view of society, a structurally pluralist view of society where all life spheres coexist alongside each other, appears to be anti-ideological. The impact of an ideology on school-typical education apparently results in the school not being granted the lawful right to function in accordance with its own sphere of competence and school-typical authority. Rather it is placed in a subservient position to the supposedly supreme authority, being misused for other than school-typical (ideological) purposes. Against this background an attempt was made to engage in a critical exposition of the way in which the school, as a relative autonomous social institution, functioned in different periods in the history of South African education. In the attempt to not only expose ideological thought-patterns, but also to penetrate to the presuppositions that underpin such thought-patterns, an argument was put forward in favour of the adoption of the critico-rationalist attitude, as well as the application of transcendental critique. Six critical questions proposed by the critical rationalist, Karl Popper, appeared to be helpful in exposing the ideological thought-patterns in a society. Although it was found that the exposure of such thought-patterns assists man in becoming more resistant against ideological indoctrination and manipulation, it was by virtue of transcendental critique that it was possible to the penetrate to the roots of such thought-patterns. Thus, by adopting the critico-rationalist attitude and by virtue of applying transcendental critique, it was possible to critically analyse the ideologicalfoundations of South African education. A critical exposition of the nature of South African education under the ban of the apartheid regime (1948 - 1994) revealed that school-typical education was primarily (mis)used to promote the ideology of apartheid. Simultaneously it was possible to determine that ideological thought-patterns during this dispensation were regulated not only by the absolutisation of a particular nation to the status of a supreme authority, but also by a fusion between the Christian principle (central commandment of love) and the absolutised nation. As such, it was concluded that when the school was mobilised as an ideological state apparatus, its structural uniqueness, as well as its terrain of competence was disregarded and violated. A critical review of the struggle against the oppressive apartheid regime also involved the exposition of the way in which school-typical education was mobilised as an ideological apparatus. It was concluded that this period was interspersed with ideological thought-patterns regulated by an elevated will of the people. Simultaneously, however, it was also possible to determine that the last appeal for the justification of norms and ideals were not to be found in the will of the people, but within the supposedly free autonomous human personality and human reason. The ideology of revolutionary populism therefore had a profound impact on school-typical education: since the will of the people was regarded as the supreme authority, and while it was the will of the people to liberate themselves from the oppressive apartheid regime, school-typical education was utilised as a tool of liberation. School-typical education was therefore, once again, reduced to an ideological apparatus and the school was not granted the right to function in accordance with school-typical aims. After the 1994-elections South African education was plunged into a process of radical transformation. While education in South Africa had for many years been misused for ideological purposes, transformation is aimed at establishing a non-racist and equitable system. When viewed against the background of conclusions drawn from the previous chapters, it is evident that transformation can only succeed once it allows school-typical education to function according to its own sphere of competence and authority. However, a critical analysis of educational transformation revealed the presence of ideological thought-patterns. Similar to the ideology of revolutionary populi srn, it appeared that ideological thought-patterns were being directed by an overemphasis on the will of the people. It can thus be anticipated that if the will of the people continues to be regarded as the supreme authority, school-typical education will once again be driven and directed, not by its own distinct structure, but by the will of a social collective entity called the people.
Open Access
Cultural capital of learners in disadvantaged communities: towards improved learner achievement
(University of the Free State, 2018-01) Larey, Desiree Pearl; Le Roux, Adre; Jacobs, Lynette
English: The aim of this study was to consider how school practices can mediate and integrate the life world knowledge of learners with the existing cultural capital of schools in historically disadvantaged rural Coloured communities towards learner achievement. The study was informed by Pierre Bourdieu’s social theory, Critical Race Theory and Latina/Latino Critical Race Theory (CRT and LatCrit), and the Generative Theory of Rurality. Bourdieu’s insight was used to offer an account of why the culture of the working class is, in effect, out of alignment with the middle-class cultural or knowledge capital that guarantees school success. Additionally, CRT and LatCrit theory was not only used to obtain an understanding of the educational subjectivity of learners in historically disadvantaged communities in the South African context, but also to provide insight into their everyday life struggles in relation to their educational endeavours. Lastly, the thesis draws on the Generative Theory of Rurality, which is based on concepts such as forces, agencies and resources, and how people in historically disadvantaged rural environments could make use of resources available to them. It is understood that the relational nature of these concepts has a determining effect on rural people, including the subjectivities of learners attending semi-urban schools far from their home environments. Framed within the South African context, I explored the school knowledge codes embedded in the theoretical underpinnings of recent and current South African school curriculum statements. A literature review was conducted in order to offer the theoretical underpinnings of Outcomes Based Education (1998) and the National Curriculum Statement: Curriculum and Assessment Policy Statements (2011). To further the democratic debate in curriculum development, options for alternative curriculum mandates for the current curriculum statements were also foregrounded as a key focus in the pursuit of social justice for marginalised learners. Following a critical qualitative methodology driven by the apparatus of bricolage, data was generated through semi-structured interviews to advance a critical and interpretive understanding of the perspectives of various role players regarding schooling in historically disadvantaged rural Coloured communities. The data revealed that various existing school practices in historically disadvantaged environments incorporate the life world knowledge of these learners, in other words these learners’ particular ways of being. It was through the lens of understanding those factors which reinforce the reproduction of inequalities that the findings of this study opened up new possibilities for school practices that could bring about a more just environment for improved learner achievement by marginalised children. This study concludes by advocating for the strengthening and extending of community initiatives at the school, establishing renewed relations between the child, parents and the school, and embracing transformational role models and mentors in schools and the community as examples of school practices for the integration of the life world knowledges of marginalised learners along with scientific forms of knowledges. Such an integration should serve as part of an attempt to universalise different types of knowledge. Although suggestions with regards to particular practices have the potential to improve learner achievement, it remains important that curriculum debates should consider a different kind of curriculum that acknowledges and incorporates the assets of rural areas and communities, and the life experiences of historically disadvantaged and marginalised people. The contention is that when diverse knowledge in historically disadvantaged rural Coloured communities is linked to scientifically powerful knowledge, a focus on ethics could bring about social justice in society.
Open Access
Designing a framework for the implementation of student teams achievement divisions (STAD) for technology in a cultural-diverse school setting
(University of the Free State, 2015-01) Masoabi, Charles Sechaba; Alexander, G.; van Wyk, M. M.
Cooperative learning is a teaching approach whereby learners work together so that the group members can gain a joint benefit from the group activity. One particular cooperative learning teaching technique, student teams achievement divisions (STAD) has been described as the simplest of a group of cooperative learning techniques referred to as Student Teams Learning Methods. In the STAD approach students are assigned to four or five member teams reflecting a heterogeneous grouping of high, average and low achieving students of diverse ethnic backgrounds and different genders. Moreover, STAD, as a cooperative learning technique is supported by a constructivist paradigm that suggests learners construct and apply knowledge as they interact with one another or the teacher and their environment. This doctoral study explored the effects of (STAD) on learners’ social skills, attitudes, academic performance and retention of taught content in Technology as a subject. The study expatiated on various theories, such as motivation theories, selfdetermination theory, self-efficacy theory and cooperative learning theory as theories that formed the basis for using STAD in Technology. The researcher employed STAD in Grade 8 Technology classes for the purpose of fulfilling the aim of the study. This research is guided by the interpretive and methodological bricolage designs during the fieldwork for collection of data and data analysis. Data was collected on learners working in STAD cooperative learning groups. The data was gathered at school as a social and cultural setting where learners are taught to adapt particular traditions and social interactions intended to impact positively on their social skills, attitudes, academics and motivation levels. The researcher observed groups’ interactions, processes and how learners communicate with each other amongst their groups. This study employed the Bricolage design, qualitative methods of collecting data and quantitative methods to achieve the requirements of this inquiry. Therefore the findings of this study have indicated that the environment played an influential role in cultivating learners’ social skills and positive attitude toward Technology as a school subject. Furthermore, STAD has shown to be instrumental in developing learners’ self-efficacy and self-determination that could eventually build up intrinsically motivated learners regarding high academic achievement.
Open Access
Die agtergrond en implikasies van enkele beginsels in verband met 'n nasionale onderwysbeleid vir die Republiek van Suid-Afrika: 'n histories-prinsipiële studie
(University of the Free State, 1970-01) Vermaak, Dudley; Fourie, J. J.
Abstract not available
Open Access
Die uitwerking van skoolkultuur en -klimaat op geweld in Oos-Kaapse skole: 'n onderwysbestuursperspektief
(University of the Free State, 2010-11) Barnes, Abraham Karel; Brynard, S. T.; De Wet, N. C.
English: 77% learners in South African schools experience their schools as unsafe. This shocking fact, coupled with various media reports about incidents of violence in schools, necessitates that this problem be addressed. The Department of Education, teachers, parents and learners, expressed their shock and concern about this situation. From this background, the influence of school culture and school climate as a possible solution to the problem of violence in schools is studied. In Chapter 2 the concepts school culture and school climate are described according to the literature. In this study, school culture is regarded as a reflection of shared ideas, suppositions and convictions which determine each school‟s own identity and standard of behavioural outcomes. School climate is regarded as the quality and character of school life. According to that, school climate is based on learners‟ experiences of school life and it reflects the norms, objectives, values, interpersonal relationships, teaching en learning practices, and organisational structures. An overview of the concept school culture is firstly provided by taking a look at the elements of school culture, the importance of school culture, the effect of school culture upon school life, and the correlation between school culture and violence at a school. The concept school climate is studied from a broad perspective by describing and analysing the core dimensions. Finally, the relation between the two concepts school culture and school climate are discussed. This is done by studying the similarities, differences and related characteristics of school culture and school climate. In Chapter 3 the concept violence at schools is described according to the literature. This study has been undertaken against the background of general violence in the South African context and the possible effect of this violence upon South African schools. After a general discussion of the concept violence, violence as schools in the South African environment and the possible causes thereof are investigated. In Chapter 4 the research design and the methodology of this study are described. An exposition is given of the explanatory design model, which is indicative thereof that both the quantitative and qualitative research methods have been utilised. In this chapter, the data collection techniques of both the quantitative and the qualitative research are set forth and discussed. Finally, the compilation of the random sample, the role of the researcher in the data collection process and the ethical considerations are set forth. The focus in Chapter 5 falls on the presentation, analysis and interpretation of the quantitative data. The quantitative data were collected with the California School Climate and Safety Survey – Short Form (CSCSS-SFI), whereafter the data were analysed and interpreted statistically in order to determine the influence of school culture and school climate upon violence at schools. With the analysis of the data it has been determined that the more positive the school culture and school climate are experienced, the lower the levels of violence. The opposite, namely, the worse the school culture and climate are experienced, the higher the levels of violence, is also true. In Chapter 5, the qualitative approach to the research is explained. In this chapter, all the individual aspects of school culture and school climate, as well as the aspects of violence at schools are investigated and described by means of semi-structured interviews. The semi-structured interviews were done with learners from high-risk schools as well as learners from low-risk schools. This method renders itself thereto that learners could convey their personal experiences pertaining to school culture, school climate and violence at their respective schools. By applying the quantitative and qualitative research methods, the triangulation of data ensures the validity and reliability of the study. In the last chapter, a summary is provided of the findings in the different chapters. Findings regarding the problem questions, namely what school culture, school climate en violence at schools entail, as well as what the influence of school culture, school climate and violence at schools in the Eastern Cape Province are, coupled with the experiences of learners pertaining to school culture, school climate and violence at schools, are set forth. It has come to light that there are deficiencies in the school culture and school climate and that these correspond with the occurrence of incidents of violence at schools. However, the most important finding is that school culture and climate play an important role in the prevention of violence at schools. These findings pertaining to school culture and school climate are of importance for education, particularly with regard to the future planning and management of programmes to prevent violence at schools. Finally, findings emanating from the research have been formulated in order to reduce or prevent violence at schools.
Open Access
Ecosystemic factors affecting comprehensive sexuality education in junior grades in Zimbabwe
(University of the Free State, 2023) Mukau, Kenneth; Nichols, H. J.
This study explores the ecosystemic factors affecting Comprehensive Sexuality Education (CSE) in junior grades in Zimbabwe. Particular interest has been placed on a variety of factors affecting CSE including the attitudes and perceptions of school administrators, teachers, and parents, and strategies to help promote successful CSE implementation. At this time, child marriages, sexual abuse, and early pregnancy cases are on the rise in the country. This can be attributed to the ineffective implementation of CSE. This study adopted a qualitative approach and was guided by the interpretive paradigm underpinned by the assumption that reality is socially constructed. What is more, it allowed for the capturing and interpretation of unique attitudes and feelings of school administrators, teachers, and parents towards the implementation of CSE. Since the topic has no pre-determined outcomes, an exploratory case study design was apt to use. Two data collection tools were triangulated and these are semi-structured interviews and documents, and the collected data was analysed using the thematic analysis method. Urie Bronfenbrenner’s socio-ecological theory and the transformative education theory by Paulo Freire were the two theoretical frameworks informing the study. Fifteen participants made up the sample and these were three schooladminstrators, six junior-grade teachers, and six parents with junior-grade children. Even with the positive attitudes and perceptions from these participants, the study revealed that CSE was not being effectively taught to junior-grade learners principally owing to several ecosystemic factors. These included but were not limited to the absence of clear-cut policies on the CSE curriculum for junior-grade learners, the existence of diverse cultural and religious beliefs, the lack of resources and proper training in CSE, and so on. The study recommended an active all-stakeholder involvement in the formulation of the junior grades CSE curriculum. This will help create a sense of ownership of the CSE program amongst parents, school administrators, teachers, learners, and the community at large. Additionally, in-service training of both school administrators and the teaching personnel coupled with the provision of teaching and learning resources on CSE for teachers was also recommended.
Open Access
The educational motivations and strategies of black middle-class parents in predominantly white schools in post-apartheid South Africa
(University of the Free State, 2017-09) Matentjie, Tshepiso; Jansen, Jonathan D.
This research explores how black middle-class parents in white-dominant schools utilise their agency in pursuit of quality education for their children in the post-apartheid era. Specifically, the study interrogates the ways in which these black parents handle critical racial incidents that affect their children in post-apartheid schools. It therefore also examines the extent to which racial integration has succeeded in white-dominant schools where black parents constitute a racial minority. Drawing on clinical interviews with 19 black parents, the research focuses on Parental Agency to explore the psychological processes involved in parental decision-making and the intersections of race, class and ethnicity in making those decisions. Furthermore, the research offers a straddling of disciplines seldom undertaken in other studies on black middle-class parents. The personal interests and motives of each parent are explored, as well as how their actions are consistent with or contradictory to those of other parents. Finally, this study examines how parental decision positions them in their ability and effectiveness in advocating for their children when critical racial incidents, which affect their children, occur within these schools. The findings indicate that complex patterns of inclusion/exclusion are not simply a result of school actions on black parents and their children; it is also a consequence of the active decisions made, or not made, by parents within white-dominant schools.
Open Access
The effectiveness of private versus public schooling in Lesotho's education system
(University of the Free State, 2001-09) Kulundu, Florence Khamati; De Wet, N. C.
English: The purpose of the investigation was, to determine and assess, the effectiveness of private and public schooling in Lesotho's education system. Six performance indicators, considered by the populace of Lesotho as the most important indicators of effective schools, were used to measure the effectiveness of sampled private and public schools. The purpose of the study was also to highlight those performance indicators not fully realized in any of the sampled schools and to suggest appropriate measures for their enhancement. The research further aimed at filling in the gap in the existing knowledge, and where possible refine previous findings and present new insights. In order to realize the stated purposes, a profound literature study for the theoretical exposition and the grounding of the issues at stake, and document analysis for the documented practices of the sampled schools were undertaken. Empirical investigation consisted in the first place of an exploratory survey of 125 volunteers (students, parents and teachers, randomly chosen from the populace of Lesotho) aimed at general factfinding for items to be included in the follow up questionnaires. In the quantitative investigation, a questionnaire on perceptions on quality indicators that can play a role in effectiveness of private and public schools in Lesotho, was administered to 55 respondents (20 teachers, 11 parents, 7 administrators and 17 student) randomly chosen from three private and three public schools.) Qualitative data was gathered through a questionnaire administered to 181 students and validated through in-depth focused interviews with 113 students from the selected schools. Their views were triangulated through semi-structured interviews with 18 educators from the sampled schools. Value added statistics emanated from the results of standardized tests in numeracy and literacy administered to 225 students and the perusal of external examination results of year 2001 pertinent to the schools in the sample. The research, while admitting factors, which might threaten the objectivity or validity of the study and its generalization, reached a number of conclusions. As far as the effectiveness of private and public schooling in Lesotho is concerned, there are inefficiencies in both schooling systems and not only in the public system, as the earlier research had concluded. Secondly, a school (whether private or public) may be effective on some school effective performance indicators and ineffective on others as opposed to the earlier conclusion that all schools in the public schooling system in Lesotho are ineffective. Thirdly, an effective or an ineffective school may not be effective or ineffective for all students and lastly, the research has shown that there is no uniformity in policy in public schools in Lesotho with regard to student intake, management, recruitment of teachers, board of governors and financial dispensation and expensation. The research has also validated, upgraded and identified the key areas of weaknesses and ways of improvement in the private and public schooling systems in Lesotho. The research has also added to international findings about the relative effectiveness of private and public schools in the developing countries. The research reaffirms that for any changes to be meaningful and effective they should be effected at the macro, meso and micro levels of the education system. The research concludes that if changes, as suggested by this study, are properly prepared for and, implemented, the future customers and stakeholders will experience an improvement on the six indicators perceived by the sampled populace of Lesotho as the major performance criteria of effective schools.
Open Access
Empowering managers of secondary schools in the Eastern Cape: a transformational leadership analysis
(University of the Free State, 2006-11) Mantlana, Christabel Dudu; Niemann, S. M.; De Wet, N. C.
English: Many new developments are taking place in the field of schooling. Some of these developments are school based management, Outcomes-Based Education, the National Curriculum Statement, and the devolution of power of control to the school level, especially in Section 21 schools. Many educational leaders are struggling with these changes in their leadership of secondary schools. These developments created the need to conduct a needs analysis for the empowerment of managers of secondary schools in transformational leadership in the Eastern Cape. The specific objectives of this study were as follows: - To investigate the basic principles and various dimensions of effective leadership in general and transformational leadership in particular. - To provide an exposition of how managers of secondary schools should execute their leadership tasks in a transformational way. - To determine the transformational leadership abilities of managers of secondary schools in the Eastern Cape Province. - To establish the transformational leadership empowerment needs of managers of secondary schools in the Eastern Cape Province. - To indicate guidelines for a series of empowering activities for training managers of secondary schools to equip them with the necessary knowledge and skills for effective leadership in times of transformation. A literature study of transformational leadership was conducted to investigate the grounding perspective of transformational leadership. For school managers as educational leaders to be forces for change and improvement within their schools, they should have a vision of where to lead their schools, a series of values and assumptions about their work and insight into the context in which they are working. Therefore, school managers should become leaders inspiring creativity and higher levels of achievement. Thus, school managers should actively seek to motivate and develop educators by creating opportunities for them to grow and to learn from each other. Despite the fact that many researchers see transformational leadership as a comparatively better model of leadership, some authors argue that it has weaknesses and criticize some of its activities as unethical and immoral. Therefore, a critical reflection of transformational leadership was done. From the foregoing discussion, it was deduced that the quality of any transformation process depends on the caliber of leadership. Leadership gives direction and effectiveness to transformation because it forms the basis for transformation. In essence, managers of secondary schools as transformational leaders should concern themselves with the motivation, betterment and empowerment of followers. With meaningful development and empowerment in place, transformational leadership provides an appropriate solution to the challenges prevalent in schools today because it always seeks to confront change as an opportunity rather than a threat. To gather data, both quantitative and qualitative investigations were undertaken. A preliminary survey was conducted on a sample (n = 43) from the same population as the primary study, using the Leadership Practices Inventory (LPI) to check on the need for this study. The results of this survey indicated that managers of secondary schools performed leadership practices to a moderate degree. The study was then considered to be necessary on the basis of the need for maximum possible leadership practices during times of change. The primary data collection instrument was a researcherdesigned questionnaire (RDQ) that was used to collect data from managers of secondary schools in the Eastern Cape. Data were collected from a sample of 191 managers of secondary schools. Categories and units of analysis were used for data analysis and for scoring data. After data capturing, data were computed using STATA 8.2 and Excel. Data were then presented, interpreted and discussed. The results indicated that managers of secondary schools have merely fair abilities in transformational leadership and that they need empowerment in transformational leadership to a great extent. It was necessary to get more clarity and further information on the abilities of and empowerment needs of managers of secondary schools directly from participants (n = 9) that formed part of the population studied. Thus, qualitative data was collected using interviews. Emergent themes and categories were discussed in the data report on the findings of the qualitative investigation. Participants indicated various leadership skills, abilities, actions and behaviours that are important for school managers to portray and perform to lead their schools to effectiveness. It was evident from participants that school managers were not adequately empowered in transformational leadership. Participants indicated that school managers need continuous empowerment and induction/orientation on leadership knowledge and skills to be able to perform their transformational leadership role effectively. On the basis of the findings from both the quantitative and qualitative research, a synthesis of the main findings was made. Based on these findings, recommendations and conclusions were made. Possible areas for further research were identified. Guidelines for a series of short courses for the empowerment of managers of secondary schools in transformational leadership were given.