Foundations of Education

Permanent URI for this collection

https://hdl.handle.net/10530/473

Browse

Browsing Foundations of Education by Author "Gamede, B.T."

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Factors influencing learner performance in the economic and management sciences in the Ilembe district
    (University of Zululand, 2019) Siyaya, Mlindeni Celinhlalo; Ndlovu, B.B.; Gamede, B.T.
    This thesis explores “Factors Influencing Learner Performance in the Economic and Management Sciences in the iLembe District”. This study has used a mixed methodology, in Mandeni ward in KwaZulu-Natal. This district has four hundred and forty-two (442) schools. The district is divided into five (5) wards. One of those wards is Mandeni Ward, which has thirty-four (34) schools. The data analysing technique that was used is thematic analysis. The greatly publicised poor matric results in South Africa point to many systemic challenges in the education system. The system of education in South Africa requires teachers who are highly skilled to impart knowledge to learners. The historic curriculum paradigm shifts in the South African education system brought numerous changes. In the process of these curriculum changes, there is no evidence that suggests teachers’ involvement. For example, the introduction of Economic and Management Sciences (EMS) as a learning area brought about challenges to educators as EMS became a combination of three learning areas in one. The challenge of identifying a competent teacher in the three-layered EMS was exacerbated by the introduction of external examinations in grade seven, during the 2014 academic year. This research has attempted to investigate the factors that exist for teachers and heads of department with regards to EMS. In this study, a range of questioning statements that render relevant information about the factors that may influence performance in EMS have been employed. Through the use of interviews, qualitative data were collected from grade seven to nine teachers, as well as heads of department. Another set of data was generated using questionnaires given to the same participants. The final set of data was obtained using document analysis: where mark schedules for grade seven were analysed with the aim of investigating learner performance. This study found that EMS is being taught by unqualified EMS teachers due to the shortage of qualified EMS teachers (Modise, 2014). The absence of qualified teachers negatively impacts on the educational objectives of the EMS learning area. The study also discovered that the lack of exposure to commercial subjects in high school does dampen the confidence and the enthusiasm of the teacher and hamper their eagerness to stand in front of the learners to teach EMS. The insufficient time allocated for EMS and EMS workshops also negatively impacts on the objectives and outcomes for this subject. The lack of parental involvement in EMS related discussions also hampers the educational objectives of the EMS learning space. There are recommendations that suggest that there is a need to urgently revisit the manner in which EMS teachers are trained. The provision of EMS related resources has to be drastically improved if vi the stakeholders desire to witness identifiable and life-changing results. There is dire need to immediately review the EMS curriculum policy.
  • Thumbnail Image
    Item
    Subject advisers’ perception of curriculum delivery in the intermediate phase within King Cetshwayo district
    (University of Zululand, 2018) Smith, Vincent Titos; Gamede, B.T.
    Subject advisors encountered problems that affected curriculum delivery in the intermediate phase of schools in South Africa and other countries. There are factors influencing curriculum delivery in different countries ranging from what happens in and with the government to what takes place and is obtained in the classroom. If challenges or factors influencing curriculum delivery, such as political interference, social, economic, access to technology and environmental factors, are not addressed, this will have detrimental consequences not only to the delivery and implementation of curriculum but also to our education system. Teacher education curriculum, recruitment, training and retaining of teachers, non- professionalization of teachers, poor funding and insufficient ICT access; are the reasons for the challenges faced in the actual delivery of the curriculum. This quantitative research design was conducted in King Cetshwayo District in Kwa-Zulu Natal Province with the aim of finding out what the subject adviser`s perceptions are in curriculum delivery. The sample consisted of educators, SMT`s and subject adviser`s. Data was collected through questionnaires and quantitative research. The study revealed the need for the Department of Education to increase the number of Subject Advisers` with the purpose of educating more educators about the curriculum, through facilitated workshops and other refresher training. The study also divulged the need for the government to improve the existing infrastructures in the schools, in order to motivate educators and members of the school management team in the discharge of their duties.
  • Thumbnail Image
    Item
    Teaching of literacy competencies to learners in overcrowded classrooms in the Mamaila circuit, Mopani district.
    (University of Zululand, 2018) Matshipi, Molimisi Gilbert; Kutame, A.P.; Gamede, B.T.
    The aim of the study was to investigate the teaching strategies being used by teachers teaching literacy competencies in overcrowded classrooms of Mamaila Circuit primary schools. The study followed a qualitative approach. The design was a case study. The literacy competences were in the home language Sepedi and first additional language English. The grades covered by the study were grade 4 and grade 6. At grade 4 the learners enter the Intermediate Phase after they finish the Foundation Phase at grade 3. At grade 6 the learners exit the Intermediate Phase. The sample comprising 12 teachers was drawn from three primary schools. In-depth interviews were conducted using an interview guide whose questions were formulated from the research questions. Data were analysed thematically. The least overcrowded classroom in the sample had 51 learners and the most overcrowded classroom had 139 learners out of a recommended 1:40 teacher to pupil ratio for primary schools. One of the findings was that the most common teaching strategy amongst others was that of grouping learners according to mixed abilities and appointing group leaders from amongst the learners adjudged to be more capable in terms of reading skills. There were learners with learning barriers who did not benefit from any of the strategies in place. These learners were disadvantaged as there were no education psychologists at school, circuit and district education offices to attend to their needs. These learners were kept in the conventional schools for lack of special schools that could cater for them. The study has recommended on teaching strategies that the grouping method must have rotational group leadership so that the initially most ‘capable’ learners do not feel entitled to leading other learners. The most common method for assessing the effectiveness of the mixed ability grouping strategy was to keep numbers of learners who at beginning of the each term had reading and writing challenges. The teachers claim that the numbers of poorly literate learners decreased from first to fourth term of the year. While the teachers found the grouping method effective the study warned the over-reliance by teachers on shedding off their responsibilities to group leaders could be interpreted as abusing the learners. The study made suggestions for further studies at the end of the report.
University of Zululand