Curriculum and Instructional Studies

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https://hdl.handle.net/10530/464

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    Examining the role of curriculum monitoring and evaluation in iLembe District high schools in South Africa with a particular focus on teaching and learning
    (University of Zululand, 2023) Nkwanyana, Thandiwe Rose
    The purpose of this study was to examine role of Curriculum monitoring and evaluation in with a particular focus on teaching and learning. A study was conducted at high schools in the iLembe district in KwaZulu-Natal, which focused on both rural and urban high schools. The targeted sample was the subject advisors, school principals, departmental heads and subject heads. Post- level one educators were only used for classroom observation. A qualitative data collection method was applied to 24 participants, followed by on site observations and SMT document analyses. To gather rich qualitative data, the researcher conducted focus group interviews with subject heads and one-on-one semi-structural interviews with subject advisors, principals, and department heads. For the purpose of data collection, the principle of anonymity was used by using codes that concealed the participants' identities, allowing them to participate freely. The collected data was analysed, and themes related to the study objectives were developed. Several findings were identified in this study. The study revealed that subject advisors tried to monitor the curriculum, but not effectively, because the number high schools in the district outnumbered the number of subject advisors. They further mentioned the shortage of time and resources as other barriers towards curriculum monitoring and evaluation. The Principal and departmental heads mentioned insufficient support from the district, time, shortage of teachers and union activities as barriers in the effective curriculum monitoring. Subject heads mentioned insubordination from the teachers, as a barrier to curriculum monitoring. The study recommended that all curriculum monitors need to plan, monitor and support teaching and learning, in all levels. Furthermore, principals, DH and subject heads need a continuous capacitation, in terms of curriculum monitoring tools and department policies, from the district. The department needs to employ more subject advisors for regular and continuous school support. In the research, the researcher developed a model that contributes to a new body of knowledge, which emphasizes the vision and policy alignment, planning, duty load, capacitation and professional development, time management, minimising school disruptions, monitoring tool, vii availability of resources and support, as important strategies towards effective curriculum monitoring and evaluation practices.
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    Towards a pedagogical model of the teaching and assessment of accounting in secondary schools in the King Cetshwayo District
    (University of Zululand, 2022) Phakathi, Sabelo Petros
    The purpose of this study was to develop a pedagogical model for the teaching and assessment of Accounting in secondary schools in the King Cetshwayo District. The objectives of this study were to analyse teachers‘ experiences related to subject-content knowledge; to determine the influence of curricular changes on Accounting teachers‘ daily practice; to determine how teachers understand assessment procedures in Accounting, and to develop the pedagogical support model that can be provided to Accounting teachers to improve their teaching and assessment. The post positivist paradigm guided this study and a convergent parallel mixed methods study design was used to collect, analyse and interpret qualitative data gathered using semi-structured interviews and quantitative data obtained through the use of questionnaires. Social constructivists theory underpinned this study. The findings established that there is no guarantee that teaching experience assists the teacher to have sufficient content knowledge of the subject, and despite the qualified nature of teachers they still need adequate content knowledge of the discipline for teaching and assessment. Schools‘ lack of sufficient resources and the use of English as a Language of Learning and Teaching are barriers to effective teaching and assessment. The study revealed that many Accounting teachers lack Economic and Management Sciences (EMS) content, which directly affects the performance of learners in Accounting from Grade 10. The findings also revealed that teachers need support on certain topics in the Accounting curriculum. Furthermore, the findings revealed that teachers need to change their teaching and assessment strategies to align with the requirements of the curriculum as many teachers are still excessively reliant on the tests and examination as the only means of assessment. Recommendations include reskilling of teachers using the professional development activities that will support teachers to master and integrate subject content, teaching and assessment strategies. The use of technology in Accounting classrooms was also suggested, despite its challenges. Finally, a model for Accounting teachers: an adaptation of a content-based model, was developed aiming at improving their teaching and assessment strategies.
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    Translingual teaching of creative writing in grade four classrooms in the Shiselweni region of Eswatini
    (University of Zululand, 2022-08) Anderson, Phumlile Ruth
    This mixed-methods study was anchored on the theory translanguaging to explore the possibilities of using translanguaging in teaching creative writing in grade four (Grade 4) classrooms in the Shiselweni region of Eswatini. The study aimed to answer three research questions. Qualitative and quantitative data were collected to help understand these questions. Qualitative data were collected through lesson observations and semi-structured interviews, while quantitative data were collected through a Solomon four quasi-experiment on learners’ competencies in creative writing. Two sampling techniques were used, namely random and purposive. From a population of nineteen schools (N=19), for the quantitative data, random sampling was used in selecting four schools. Purposive sampling, aligned with the qualitative aspect of the study, was used to get four teachers (n=4) whose classes participated as intact groups. Qualitative data analysis was through a thematic approach, while the statistical analysis of the quantitative was through the SPSS version 21 to establish measures of mean and standard deviations. A paired t-test of Levene's Test for Equality of Variances was used to determine the results to compare means and establish whether the results were statistically significant. Teachers reported being grounded in a monolingual stance while practically, they used both siSwati and English. During lesson observation, learners used siSwati in the English lesson covertly. The quantitative analysis showed that learners’ competency in creative writing was high when the language of input was English, and the language of output was siSwati. The study proposes a model for translingual pedagogy to be used in teaching creative writing in Grade 4.
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    The effect of a normal progression managerial framework for monitoring promotion of teaching and learning in primary schools in the Manzini region, Eswatini
    (University of Zululand, 2022) Nkambule, Nkosinathi
    The Ministry of Education and Training (MoET) of Eswatini implemented Normal Progression with Circular Number 11 of 2017. These were strategies for lowering grade retention as the government realised that grade retention put further strain on public resources by requiring more inputs, such as teachers, classes and desks. Normal progression then gave the economic benefit of not having to pay fees for a child who was in the same grade for two or more times. In the first three classes, the circular prohibits repeating. It also stipulates that from grade four to grade seven, repetition should be less than 5%. The study's main aim was to look at the benefits of a normal progression managerial framework for monitoring and promoting teaching and learning in primary schools in the Manzini region of Eswatini. A purposive sampling method was utilized to select ten primary school principals in the Manzini Region. A qualitative data collection strategy was employed. Face-to-face interviews were chosen because they allow participants to respond to questions or express their own thoughts in their own language. The findings of this study contradict Picklo and Christenson's (2005) view that when a learner progresses to the next grade without having completed the previous grade's content, they fail to understand new concepts because they lack the basis. Students who are struggling to progress academically have benefited substantially from intervention tactics, such as incentive and remediation. According to head teachers, students are frequently promoted to the following grade with the previous grade teacher. This usually aids in the development of a deeper understanding in the teacher-student connection. Teachers have also remarked that maturity and the spiral instructional technique have assisted students in catching up with their academic achievement. The study has proposed a model for the realisation of an effective managerial framework for the implementation of an effective implementation and management of normal progression in schools.
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    Formative assessment practices by grade 12 business studies teachers in King Cetshwayo District
    (2023-05-12) Ndlazi, Thabile
    Assessment plays a vital role in students’ learning whether in basic education or tertiary education. It provides information to both teachers and learners about learners’ progress in their education. The teacher’s understanding of the use of assessment in teaching and learning is one of the factors to be taken into consideration. However, teachers sometimes experience challenges when it comes to the implementation of formative assessment. The successful implementation of formative assessment in Business Studies needs teachers to have the necessary knowledge, skills, and attitude. The aim of this study was to explore the practices, understand the experiences and investigate the challenges of Grade 12 Business Studies teachers regarding the implementation of formative assessment in the King Cetshwayo District. Data was collected from five participants who purposefully selected, the participants were Grade 12 Business Studies teachers from schools under Mhlana cluster. Semi structured interviews were used to collect data. The findings of the study revealed that teachers are aware of the importance of the use of formative assessment, for instance they use it to establish prior knowledge and they also use various activities to implement formative assessment. The research results also revealed that formative assessment activities done during the lesson enhance learners’ performance, help to improve learner involvement and participation and that results in students participating meaningfully in their own learning. Participants revealed that formative assessment assist teachers to accommodate leaner diversity using different assessment activities. The study also revealed that there are challenges that were encountered by Business Studies which include the learners’ lack motivation which has a negative impact on teaching and learning. The other challenges that were encountered by teachers and hinder the effective use formative assessment in schools include, overcrowded classrooms, heavy teacher workloads and limited resources. The study recommended that teachers need to be continuously developed and capacitated on effective strategies that can be used to implement formative assessment effectively.