Curriculum and Instructional Studies

Permanent URI for this collection

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

Browse

Browsing Curriculum and Instructional Studies by Author "Duminy, P.A."

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    A pedagogic-didactic evaluation of discipline in Black secondary schools, with special reference to KwaZulu
    (1986) Ngcobo, Bhekithemba Walter; Duminy, P.A.
    The researcher felt disturbed by the problem of discipline in Black secondary schools. This is explained in Chapter 1. The researcher,being aware of the fact that the issue of discipline is actually a multidisciplinary study, decided to look at it from a pedagogic-didactic perspective. Because of the multidisciplinary nature of a study like this,the researcher could not look into all the factors and essentials of discipline in a school situation. The factors and essentials of discipline which have been enumerated for purposes of this dissertation are described in Chapter 2. In order to put the problem in a proper perspective, education and discipline had to be discussed with a purpose of showing different opinions on discipline, punishment and corporal punishment. This is done in Chapter 3. METHOD OF INVESTIGATION An empirics! investigation was conducted. A questionnaire designed to reveal some areas of concern on the question of discipline in Black schools in general, and in a didactic situation in particular, was designed and administered to 250 pupils and 133 teachers (principals included). This is explained in Chapter k. In Chapter 5 the results of the investigation are presented, discussed and interpreted. In the same chapter a statistical analysis of data using the chi-square test is presented in order to test the significance of the difference of the responses of urban and rural pupils. PRINCIPAL FINDINGS There is too much use of corporal our.ishment in 3.2 There is a lack cf pupils involvement in school affairs - 3.3. There is a lack of professional and moral conduct by the majority of teachers. 3.4 Whilst discipline is a problem in both rural and urban schools, disciplinary measures in rural schools seems to be too crude as compared to urban schools. 3.5 Teachers, at large, do make classwork interesting.
  • Thumbnail Image
    Item
    The teaching of Zulu as a first language with special reference to the spoken language, the written language and grammar in KwaZulu Junior Secondary Schools
    (1987) Sidaki, Gugulethu Millicent Patricia; Duminy, P.A.; Thembela, A.J.
    The purpose of this dissertation is to look into the teaching of Zulu as a first language at Junior Secondary school level with special reference to the spoken and written language and grammar. It appears as though the teaching of Zulu in Junior Secondary schools is not as effective as it should be, the examination results are not as good as could be expected. This study opened with an orientation to the problem. Findings from literature, interviews and questionnaires were related to the theory discussed in chapter two on the teaching of a language. The spoken language lays the foundation of all language teaching and learning, it increases the pupils' vocabulary, it helps children arrange their ideas logically, and makes children appreciate the beauty of speaking their own language. The literature studied revealed that children are stimulated to explore and elaborate their own thoughts through writing. Writing enables the teacher to provide different learning styles and needs. This research revealed that a number of teachers of Zulu are not adequately qualified to teach the subject. Teachers do not receive adequate in-service education on the subject and the syllabi are not prescriptive enough to give teachers the necessary guidance. These factors contribute, to some extent to the fact that the teaching of the subject is not receiving the attention it deserves. From the analysis of data on the field study conducted in this research it was found that: 1. The classes are very big so a limited number of pupils are involved in class discussions and it becomes difficult to give a lot of written work. Very few children are afforded a chance to practise the language in class. 2. The highest academic qualification of the majority of teachers that teach Zulu is the matriculation examination, so it is unlikely that these teachers can teach the language efficiently and competently. 3. Children are made to write a few compositions, opportunities for 'free writing' are not many. Very little is done to help children talk on topics of immediate interest and to communicate in as many situations as possible. These findings led us to recommend that: 1. Teachers should, from time to time, resort to group work so as to solve the problem of big classes. If a class is divided into small groups and works as such groups all the children should have the opportunity to practise the language. 2. The teachers' academic qualifications should be high. Teachers should have done at least two courses in Zulu to be able to teach effectively at Junior Secondary school level. 3. The pupils should be provided with the opportunity of developing a wide range of speech. Teachers must ensure that children are put into the position that they can express their emotions and observations in writing in an accurate and convincing manner.