Using selective learning in schools to enhance effective learning interest among Grade 10 learners in selected schools in Motheo education district, Free State province
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Date
2021-06
Authors
Mabulana, Katlego
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
After 20 years of democracy, the South African educational curriculum, which is known as Curriculum and Assessment Policy Statement (CAPS), is still a matter of concern with regards to its inflexibility to sufficiently accommodate all learners’ learning interests. The curriculum is also unable to create significant effective learning interest, and to prepare learners for higher education and the world beyond high school classrooms. This has also increased the number of school dropouts. Contrary to this background, this study explored how the use of selective learning can enhance effective learning interest among Grade 10 learners in selected schools in Motheo Education District, Free State Province. The challenges Grade 10 teachers encounter from the implementation of selective learning in schools. Including the impact of selective learning on learners’ readiness for university education. The study utilised Gardner’s theory of Multiple Intelligence (MI) as its framework, which stipulate that not all learners can learn effectively within the standardised curriculums, due to differences in learning interests and cognitive abilities. It adopted a qualitative research methodology, through grounded theory research design and semi-structured interviews consisting of open-ended questions as an instrument for data collection. Purposive or judgemental sampling techniques were used to select participants, with a sample size of eight participants (n=8, teachers: n=5, females, and n=3 males) (n=5 Black teachers, and n=3 White teachers). Participants were Grade 10 level teachers from two schools, School A was based in a rural area, and School B was in an urban area in Motheo Education District, Free State Province. All participants had relevant teaching qualifications and experiences. Qualitative data was analysed through thematic analysis. The thematic findings revealed that selective learning enhances effective learning interest. This includes creating tolerable learning, enhancing cognitive skills, and enhancing teaching and learning and academic excellence. Findings revealed that selective learning improves the current educational curriculum, CAPS, by enhancing the learning environment, as well as subject groupings, teaching skills and academic excellence. In addition, the study revealed that there are challenges, which are faced when implementing selective learning in schools. These includes adaptation, confusion, and lack of resources and teacher training. This study also revealed that selective learning plays a critical role in preparing learners for university education. In conclusion, this study recommends that Selective Learning contributes to learners’ learning benefits by enabling them to learn effectively and the associated enhancement of the teachers’ teaching skills.
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Keywords
Dissertation (M.Ed. (Psychology of Education))--University of the Free State, 2021, Selective learning, Effective learning, Learning interest, CAPS, Learners’ readiness, School dropout