Browsing by Author "Gcabashe, Nduduzo Brian"

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    Exploring gender representation in business studies textbooks and its impact on the achievement of learning outcomes in further education and training phase in Mkhanyakude District
    (University of Zululand, 2020) Gcabashe, Nduduzo Brian
    The Department of Basic Education emphasises the importance of textbooks during teaching and learning. Textbooks are supplied to schools every year to ensure that all learners have access to quality education. Teachers in South African schools also perceive textbook as an important teaching aid that helps during teaching and learning. Given the important role that is played by the textbook during teaching and learning, it becomes crucial to investigate gender representation in school textbooks and its impact on the achievement of learning outcomes. Therefore, this study aimed to explore gender representation in Business Studies textbooks and its impact on the achievement of learning outcomes. The study adopted a mixed-methods research methodology. Purposive sampling was employed to select six Business Studies teachers. Two Head of Departments and Four post level one teachers were sampled. Simple random sampling was used to select six Business Studies textbooks. Individual semi-structured interviews and focus group interviews were used to collect data from the participants. Document analysis was also used to analyse six Business Studies textbooks. Thematic analysis was used to analyse qualitative data that was collected through interviews, while frequencies and percentages were used to analyse quantitative obtained through document analysis. The study found that most of Business Studies textbooks contain gender-biased images. It also found that Business Studies textbooks use gender-biased language. Furthermore, the study revealed that unequal gender representation may affect the achievement of learning outcomes. Because of the research mentioned above findings, this study recommends that textbook authors should use gender-inclusive language when writing Business Studies textbooks. The study also suggests that gender parity should be prioritised by the Department of Basic Education and Business Studies teachers when selecting textbooks to be used in schools.