Browsing by Author "Luthuli, Cleopatra"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Evaluating the role of learning support materials in curriculum implementation: the case of "WE CARE"
    (2008) Luthuli, Cleopatra; Dlamini, E.T.
    The study sought to explore the impact that exemplary curriculum materials called "We Care" had made on the classroom practice of the recipients, namely educators in rural areas. It also explored the ways in which the recipients put the materials to use. The materials in question introduced the educators to the practice of integrating Environmental Education (EE) into the teaching of the Natural Sciences. The materials also provided suggestions with regard to learner-centred actrvrty-based ideas for learning programme development Teaching experiences of educators using "We Care" were recorded mainly by means of videotaped lessons, which were transcribed and analyzed. Results showed that all the educators found the materials informative and interesting to use. "We Care" materials generated collegiality among the educators and inspired them to work together and share ideas. Analysis of the videotaped lessons, however, revealed that the participants often lacked adequate content to explain science concepts clearly. Group work was also handled poorly, with the result that the objectives of group activities were not being achieved. A general weakness in handling the outcomes-based approach was evident, despite the participants' expressed conviction that "We Care" had helped them to demystify OBE. The study's value manifested in the identification of good practice among the participants and in the opportunity that it provided to discuss exemplary practice.
  • Thumbnail Image
    Item
    Undernutrition as a factor in the learning ability of primary school pupils
    (1996) Luthuli, Cleopatra; Luthuli, P.C.; Khubisa, N.M.
    The researcher sought to investigate the effect of undernutrition on the learning ability of primary school pupils in the Esikhawini and Kwa-Dlangezwa areas in the district of Empangeni in Kwa Zulu Natal. This study has six chapters. In chapter one the researcher introduces this report and mentions the significance of the study and the plan as to how the study will be carried out. Chapter two and chapter three are both based on research that other researchers have conducted on this topic. It is therefore background information. The researcher exposes the relationship that exists between undernutrition and intellectual development, how the learning ability is affected by undernutrition, for example, pupils who come to school having not had breakfast. Two methods were used in this study, viz literature review and empirical study. Literature review formed the basis of the study whereafter questionnaires were designed. Chapter four details the methodology used to collect data. In chapter five the data is analysed and interpreted whereas in chapter six the researcher summarises the study and makes conclusions and recommendations. This study confirmed that undernutrition impacts negatively on the learning ability of primary school pupils. The study showed that the teachers and pupils regard breakfast as the most important meal because pupils were found to perform better in class when they have eaten breakfast. The learning ability is generally affected when pupils have not eaten food. The study also revealed that most pupils do not bring lunch boxes to school, but they bring money to school so that they can buy something to eat. Teachers showed concern on the food items that pupils buy. They stated that it does not provide the necessary-nutrients for good nutrition. In conclusion, this study showed that the learning ability of pupils is affected by undernutrition, that is, by not getting enough food, especially breakfast and also nutritious food.