Strategies for teaching leaners transiting from foundation phase to intermediate phase in rural arears of the Vhembe East District of the Limpopo Province
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Date
2022
Authors
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Journal ISSN
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Publisher
University of Zululand
Abstract
Teaching transition learners from Foundation Phase to Intermediate Phase is still a
national academic catastrophe in the Department of Basic Education. Teachers
teaching in the Intermediate Phase in rural schools find it difficult to meet the
curriculum demands when teaching them. This study aimed to investigate strategies
teachers use to teach learners who are transiting from the Foundation Phase to
Intermediate Phase in rural areas. The study was conducted through a mixed methods approach. Simple random and purposive sampling procedures were
followed to select teachers who took part in the study. Results showed that teachers
are using different forms of teaching strategies to teach learners who are transiting
from Foundation Phase to Intermediate Phase in Vhembe East District. Strategies
used include code-switching to elaborate a point to make learners understand
aspects of subjects taught in English. Group work is found as an effective teaching
strategy that impacts the learning outcomes of transiting learners. There are however
challenges that teachers and learners face when these teaching strategies are
applied. The study recommends that teachers should use strategies that link Grade
3 content with that of Grade 4 to assist learners to know the current content. A model
was developed to assist teachers with possible teaching strategies when assisting
learners to perform well.
Description
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of philosophy of Education at the University of Zululand, South Africa, 2022
Keywords
Learners, foundation phase, intermediate phase, teachers