Comparative & Science Education

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Title A socio-pedagogic description of some factors which influence the quality of a didactic situation in urban and rural African schools in Natal : a comparative study
(1975) Thembela, Alexander Jabulani; Ackerman, G.J.
The investigator had noted that performance of secondary pupils, especially in standard 10, had not risen to expectations despite the application of measures such as supervision, inspection, guidance, in-service training, circulars and distance training of teachers. It became clear to the researcher that factors within society in relation to achievement of secondary school pupils should be researched so as to form a basis on which measures at guidance, pupil assistance, instruction, teaching and supervision can be carried out. 2. METHOD OF INVESTIGATION For the present study two research instruments were mainly used; namely, literature review and an empirical field investigation. There were five distinct samples to which questionnaires and interviews were administered. In order to reveal home background factors that influence scholastic achievement of secondary school pupils, a questionnaire was administered to 399 standard 7 secondary school pupils. Questionnaires were also administered to principals and standard 7 class teachers. Interviews were administered to 28 school committee members and 5 circuit managers in order to collect additional data on factors that influence secondary school pupils* scholastic achievement. Data were collected from all the subjects during the empirical study, tabulated, and duly discussed. Percentages were mainly used to analyse the pupils* responses whilst statistical methods such as means, weighted means, variance and standard deviation, apart from percentages, were employed in the analysis of data from the school committee members, teachers, principals and inspectors' responses respectively.
Teacher evaluation and professional development : a comparative analysis of the perceptions of teachers, principals and inspectors of education
(1997) Ndlovu, Stephen Khehla; Magi, N.V.
This study was designed to investigate different perceptions held by respondents about the quality and impact of evaluation on teachers' work, behaviour and attitude to their work. The second aim was to examine different perceptions of respondents to factors of teacher evaluation that promote positive, meaningful and successful teacher evaluation. Lastly, the study aimed to determine whether personal variables such as gender, race, age, teaching experience and qualification have influence on perceptions of teacher evaluation. These perception are important in designing an evaluation system because they indicate teachers' willingness to participate and be evaluated. The data was gathered by means of a questionnaire from teachers, principals and inspectors of education in KwaZulu-Natal north coast. The researcher divided the sample into three groups, that is, teachers, principals and inspectors of education. The researcher used a cluster or multistage sampling design to select the sample of teachers, principals and inspectors of education. Three questionnaires were administered to the respondents. To achieve the above, the researcher used a causal-comparative research design. The One-Way Analysis of Variance (ANOVA) and the Scheffe Test of Multiple Comparison were utilised to determine statistical significant differences among the three groups The major findings of the study are the following: - teachers, principals and inspectors of education differ in their perception of the overall quality of teacher evaluation. - teachers viewed the evaluation process as having a positive impact towards teachers' attitude about their work, behaviour, teaching strategies, and their understanding of teaching and learning, while principals and inspectors of education saw the evaluation process as having little impact. - gender and age have no influence on perceptions of evaluation, while racial group, teaching experience and qualification have a significant influence in the way teachers, principals and inspectors of education perceive teacher evaluation factors. - the respondents not involved in the evaluation process differed significantly in their perception than those involved. However, there were no differences with regard to evaluator perception; information gathered; feedback from evaluation and context of evaluation in relation to the respondents' involvement. The recommendations of this study are: - it is necessary to consider the performance management system in order to achieve maximum results to improve teachers' performance: appropriate selection of teachers for specific tasks, their induction and probation, on the-job-training, supervision and management, performance evaluation, incentives and rewards, and management of under-performance. - that the role of teachers, principals and inspectors of education in the evaluation process needs to be restructured and clarified in such a way that teachers understand the purpose of evaluation and the criteria for evaluation. Teachers' views and concerns should be sought during the development of evaluation instruments. Finally, a training programme for evaluators should be developed so as to equip them with evaluation skills necessary to conduct effective evaluations. The programme has to involve teachers, heads of departments, deputy or vice principals, subject advisors and inspectors of education so that all concerned are aware of what is expected of them.
Conceptual understanding of genetics among student teachers
(1999) Dlamini, Eunice Tressa; Magi, N.V.
This study sought to determine the level of competency in the knowledge, understanding and problem-solving skills in genetics by student teachers. The study also explored the student teachers' awareness of the application of genetics technology in their communities. The method adopted for the study was an integration of both quantitative and qualitative approaches in a way that the two approaches complemented each other. As a result of this approach, in some cases actual statements from the student teachers were used and exhibits of models they made were included to give a more concrete presentation of the student's levels of achievement in the areas of genetics tested. The student teachers of the classes of 1995, 1996 and 1997, were used as guinea pigs in the validation and reliability testing of the instruments. A class of 1998 consisting of twenty five students were used for the actual experiment. Through the three years when the instruments were being refined, they were kept securely so that subsequent groups never got access to the instrument, except during the test period. After test sessions, the instruments were locked away. The test instruments included a written theoretical test, a practical test, and questions on the sexual harassment of girls by male teachers. There was also a non-scheduled interview with six subjects who were rich sources of misconceptions. The findings of the study suggest that the overall performance of subjects in tasks that tested higher order learning in genetics was poor. The subjects did better in probes that tested lower order cognitive levels such as recall. The subjects showed difficulty particularly in understanding the process of meiosis but were quite comfortable with questions on mitosis. There was a significant positive correlation between the subjects' knowledge and understanding of meiosis and ability to find solutions to genetic problems. The understanding of genetics was found to be critical in the successful solution of genetics problems. The subjects displayed a very high proficiency level in the knowledge of heuristics for solving genetic problems. However, their procedural knowledge did not translate into abilities to solve genetics problems. There was a very low positive correlation between knowing heuristics and ability to solve genetics problems. No significant positive correlation between knowing genetics heuristics and the subjects' abilities to solve genetics problems was found. The study found no significant, difference between male and female subjects' achievement scores with respect to the selected concepts tested in the theory and practical tests. The theory, practical test and the questions on sexual harassment revealed that subjects had misconceptions with reference to understanding certain concepts in genetics. During practical work, student teachers showed a lack of interpretive and analytical skills. This was evident in that some models which were supposed to show a pair of homologous chromosomes showed more than one pair. The instructions in the practical directed subjects to use alleles A and a, but some subjects used A, B and Rr. This lack of ability to interpret simple instructions tended to point to poor language facility. While the majority of subjects rejected outrightly, the sexual harassment of school girls, other subjects thought some girls court rape by the way they dress. The subjects in the research viewed rape as: ♦ a violation of human rights of another person; ♦ as a traumatic experience for the victim; ♦ as an act that has a life-time stigma attached to it for the victim. During the writing of a plan for solving genetic problems (heuristics) the cooperative pairs that discussed their plans in English, finally gave a more coherent and logical presentation than those pairs who first discussed in Zulu followed by a translation. Most of the subjects who translated their responses tended to give direct translations which did not always convey accurately what they meant. The subjects were found to be aware of genetic fingerprinting technology and its use in convicting rapists. This study showed that subjects had been exposed to biosocial issues related to technology in genetics.
The role of the University of Zululand Science Development Centre on pupils' perception of science
(1999) Mfusi, Leonard Velenkosini Mbhekeni; Magi, N.V.
This study is an investigation into the significant role of the University of Zululand Science Development Centre on pupils' perception of Science. It attempts to establish whether the Science Development Centre is effective in achieving its objectives, namely to: i. Investigate the perceptions of science held by pupils who visit the University of Zululand Science Development Centre (UZSDC). ii. Determine whether specific difficulties or problems experienced by pupils in learning science were alleviated after attending the University of Zululand Science Development Centre (UZSDC). iii. Determine whether the University of Zululand Science Development Centre(UZSDC) helps create a more positive attitude towards science and science careers. The sample was drawn from four schools in the Empangeni-Richards Bay and Babanango area. Questionnaires were administered to Secondary school pupils who were doing science (N=88) from two different grades, that is, grade 10 and 11. Data were statistically analysed to establish frequencies and percentages. The major findings of the study are: (1) that the University of Zululand Science Development Centre does play a significant role in promoting positive perceptions of science in secondary school pupils. Perceptions of learners showed that: i. The majority of learners perceived science as valuable knowledge in solving daily problems in society and worth while careers. ii. An interest in science and positive feelings towards learning science were expressed iii. Predominant view of learners indicated that the time spent at the centre was limited for them to gain enough knowledge and skills to solve individual problems in science. Recommendations of this study are based on pupils' perception of the value of science and interest in pursuing of science careers.
Primary school in-service educators' perceptions of cholera
(2003) Mhlongo, Patricia Nompumelelo; Dlamini, E.T.
The study was conceived after the incidence of cholera outbreak that disrupted or seriously disturbed the normal running of many schools. The learners were moving in and out of hospitals in great numbers in certain areas in the Northern parts of KwaZulu Natal. The curriculum was difficult to follow, particularly the programme of the year's specific outcomes was hardly achievable because of the high level of absence of learners. I was one of the educators that experienced this disruption of learning by learners through ill health. Many schools in Esikhawini cater for many children from informal settlements. The study was therefore designed to find out the level of information or knowledge educators have about cholera. The researcher wondered what role educators could play in educating learners about cholera. It was observed that educators, particularly in rural areas, could be major players in bringing light where there is none. Long time ago teachers were respected as sources of useful knowledge. The researcher thought that if educators are knowledgeable in cholera issues their knowledge could filter to the learners and assist in the lowering of cholera incidents resulting in the lack of ignorance about the disease. The researcher therefore decided to explore and find out answers to the following:- • To explore the level of information and understanding of cholera among primary school teachers. • To discover misconceptions that primary teachers have about cholera and its management. • To explore the kind of accommodation and living conditions teachers in rural areas experience, which might give light to the periodic epidemics of cholera in KwaZulu-Natal. Data was collected using a questionnaire. A questionnaire was found to be the most suitable instrument for the study, because it gave the respondents enough time to think over about their environment that could lead to the spread of cholera and give appropriate responses. The interview could have been a better tool to use because it would allow probing, but the large number of teachers would not have made it possible. The main findings of the study are presented below:- The respondents did not have any difficulty in responding to the questionnaire, since it was within their level of comprehension. The responses of educators in the study, however, showed lack of conceptual understanding or misconceptions about the nature of cholera. For instance, some educators did not realise the need to protect themselves at all when handling the soiled clothes of the infected persons or when nursing them Possible infection could come from handling clothes soiled with faecal matter and washing one's hands in infected water. This would cause a vicious cycle of infection and re-infection. There seemed to be a lack of understanding among 21.37% respondents on how to handle soiled clothes of infected people. Unless handled hygienically, soiled clothes could be a source of infection or re-infection. Other respondents realised that one had to protect one's hands with gloves or disinfect the soiled clothes with jik or boil them. These are some methods of disinfection suggested by various media, which some in-service teachers seem to have picked up (see appendix 2). This question of handling soiled clothes of the infected needed the educator to think critically. For instance, while boiling the clothes might be fine; jik would work but probably spoil coloured clothes. People in rural areas are poverty stricken and would not appreciate a method that would spoil the few clothes they have. Sustainability and economic use of our resources is important in rural areas. In some cases it was difficult for the educators to come up with a clear expression of their thoughts because of language problems. English is a second language to all the educators but for 15.17% of them there was a problem of understanding English language. This led to confused responses. For instance, one respondent said, "Handle clothes on the side where there is no soil". Soil in this case did not refer to the top layer of the land surface of the earth but referred to making something dirty. Another candidate underlined soiled and said, "I don't know", conveying that the meaning of "soiled" was not understood. A few respondents thought soaking the clothes for the whole day or putting starsoft might kill cholera vibrio. It is such misconceptions made by teachers, which highlight the importance of giving relevant contextualised in-service training to educators. If the educators are to make a difference in the lives of children of cholera infested areas, the government needs to conduct effective in-service programmes so that educators are empowered with accurate information. A very high percentage of the educators knew about the signs and symptoms of cholera and the first aid that is given to the infected person. Good hygiene was reported to be practised by all the respondents. Ninety five percent (95%) in the study acknowledged the need to wash hands after using the toilet. Only 5% of the respondents thought washing hands once a day was enough. The five percent of teachers who did not place any significance in washing hands regularly is significant because teachers are in contact with many children and they need to pass on accurate information to their learners. A number of the respondents (40.74%) had attended formal workshops in hospital or clinics in the rural areas. However, a higher number of respondents (59.26%) had not had any formal training in cholera. From the responses of the whole group it was, however, clear that the respondents had picked up some information on cholera from other sources. Some 24.53% teachers still live in one or two-roomed houses alone or with their families. Such conditions do not promote good health conditions. Overcrowding leads to the quick spread of diseases. Poor housing of teachers in rural areas underlies the general poverty that is experienced by rural communities. Such poverty leads to poor sanitation and easy spread of diseases. Dehydration is the main killer of cholera patients. Unfortunately only 24.53% of the respondents knew at least one symptom of dehydration. In schools where cholera is prevalent, it is important for educators to be able to identify a dehydrated child. A good 75.47% respondents had no clue about symptoms of dehydration. Many of the respondents (54.72%), however, knew how to make a rehydration solution as a first aid measure before taking the patient to hospital. Knowing what solution to use to rehydrate an individual is not enough if you cannot identify people who need t his kind of assistance. Many parents of learners in rural areas are illiterate and may not pick up signs of dehydration in their children, but educators must be able to do so. The study showed that primary school educators have a patchy knowledge base about cholera with a high percentage being well informed only on the symptoms of cholera. Educators can form a very effective tool of informing learners about the dangers of cholera and how it can be prevented and managed once one is infected. In KwaZulu-Natal, in particular, with its prevalent episodes of cholera, it is important that educators are literate on issues around cholera infection. The educators can play an active role of educating learners who in turn can educate their families. For lessons on cholera to be effective, the teachers themselves must have accurate information on cholera issues.
Nutrition education : a case study at Mohlabetsi High School
(2004) Sihlangu, Paulinah Thembeni Mashopane; Dlamini, E.T.
The case study explored the knowledge and understanding of nutritional issues by Mohlabetsi Senior Secondary School grade 12 learners. The information was collected through a test that was administered to the learners under test conditions. The test consisted of multiple choice type questions, short answer questions and definition of terms. Analysis of the results were limited to multiple choices questions because they cover a wide portion of the syllabus, and the definition of terms because they could help the researcher determine whether the learners are learning with understanding or not. The second tool used in the research was a hands on-activity where the subjects determined their Body Metabolic Indices to deterrnine their nutritional status. The results of the study showed that the learners harbour misconceptions about nutrition issues. For instance, the subjects had problems in defining a list of given terms relating to types of nutrition. The terms referred to different options of feeding. In defining terms the subjects combined words they had heard or used phrases which did not respond to the question asked or did not make sense. Language problems were prominent in the answers the subjects gave. One example was for a subject to define malnutrition as "the impairment of the diet from the body". Only 35% of the students obtained marks above 50 in the multiple choice questions. The low scores could also be attributed to poor comprehension of the language of instructions that is not their mother tongue. In terms of the nutritional status of the subjects, weight problems already exist in some of them. Because of the highly active lives of teenagers one does not anticipate weight problems among youth. There were 14.54% students with BMI above 30, that is, subjects that were overmass. Other subjects (9.10%) were obese. If these students do not loose mass and carry their present mass to adulthood, they are at risk. These subjects are an insurance liability and likely candidates for diabetes, hypertension and strokes. That is why nutrition education should be a lite learning process. A few subjects (10.90%) were underweight as a result of inadequate food security in their families. It was good that 65.45% of the subjects had normal weight which they were advised to maintain, particularly because obesity is becoming an epidemic among Black Africans. Recommendation from the study are to the effect that teachers at Mohiabetsi Senior Secondary school need to encourage learners to speak English The poor English language expression of the subjects in answering questions showed very poor competence in using the medium of instruction to communicate. It was also difficult to determine whether subjects got poor marks out of ignorance or from an inability to express, what they know, in a foreign language. A second recommendation was that it is important to teach learners how to answer questions in complete sentences that makes sense. The third and last recommendation was that all learners need to be empowered with skills to assess their nutritional status in order to stay healthy and avoid future pain.
Medicinal plant sales : a case study in Northern Zululand
(2006) Ndawonde, Busisiwe Gude; Dlamini, E.T.
Most tribes in South Africa still make use oftraditional medicines and use prescriptions ofherbs and other natural materials (Matsiliza and Barker 2001). Medicinal plants from Northern KwaZulu-Natal (KZN), particularly areas such as UIundi, Empangeni, Eshowe Mtubatuba and Nongoma are no exception and are a constituent of a traditional culture. The informal trade in indigenous plants for medicinal use (umuthi) is growing constantly (Mander, 1998). There are many reasons for this, including an expanding population coupled with modernisation of society that is hastened by the development of roads, improved communication methods and the migration of people from villages to cities. The prohibitive cost of modern medicines, together with the high rate of unemployment is forcing many people to revert to traditional medicines and even to gather and sell medicinal plants as a living. This results in over-exploitation of some plant species, sometimes to the brink ofextinction (Matsiliza and Barker 2001). This study aims at investigating the implications of plant harvests that are sold at bus ranks in northern KwaZuluNatal, and at identifYing target species for threatened plant programmes with the help of data gathered via direct interviews with medicinal plant sellers. It also aims at identifying and remedying knowledge gaps that may exist among plant gatherers about propagation techniques applicable to the medicinal plants they harvest.
A comparative analysis of methods used in ABET facilitation
(2007) Sibiya, Octavia Sibongile; Makhathini, N.S.E.; Dlamini, E.T.
The fundamental problem addressed in this study revolve around methods of facilitation in Adult Basic Education and Training (ABET). The democratic government in South Africa is at present focusing on learners at the adult basic education level to ensure that the needs of adults are met, and that basic demands evident in contemporary society are addressed. While the introduction of Adult Basic Education and Training (ABET) in South Africa is progressing towards the right direction, there seems to be problems underlying the methods of facilitation used in various programmes aimed at improving the lives of adult learners. Methods of facilitation indicate insufficient implementation techniques and continuity which results in adult learners relapsing to illiteracy. The more specific objectives of this study were to investigate if the methods of facilitation used in ABET provide implementation techniques which enable adult learners to be independent; provide skills necessary for self-development; answer to the needs of the adult learners; provide for sustained self-development through continuity. The study is broadly structured around five chapters. Chapter one introduces the study, presents the problem under investigation, gives and aim and significance of the investigation and relevant analysis of concepts in the study. Chapter two gives literature review on methods of facilitation used in ABET. Chapter three explains the research design and methodology that was followed. Chapter four contains an analysis and interpretation of research data. Chapter five covers a summary of findings and recommendations. Major findings of the study attempts to reveal the role played by higher institutions in monitoring the methods of facilitation. A comparative analysis to formal schooling methods should be engaged in order to establish a sound relationship between formal, informal and non-formal education. A number of supporting programmes must be put in place for adult learners, after the completion of literacy courses in order to promote a continuous learning culture and ensure the retention of skills and technology acquired.
Factors contributing to teenage pregnancy in King Cetshwayo District Secondary Schools
(University of Zululand, 2017) Hadebe, Sellwyn Nhlanhla
The ever-increasing rate of teenage pregnancy has become a major societal challenge, not only in South Africa, but universally. The same applies in King Cetshwayo district in KwaZulu-Natal. Teenage pregnancy has many causes, some of which are new, like the child support grant. The results of teenage pregnancy are destructive, and long-lasting. This has given the researcher an impetus to conduct this study, and investigate as to: ∙ What the factors are that contribute to teenage pregnancy in King Cetshwayo district secondary schools? ∙ Whether there is a relationship between family background and teenage pregnancy in King Cetshwayo district? ∙ What role can be played by educators in mitigating factors contributing to teenage pregnancy in King Cetshwayo district secondary schools? This investigation was pursued with the aim of attaining practical and relevant solutions to this societal menace of teenage pregnancy. The quantitative method involving the use of questionnaires was used to extract data from 125 learners and 25 educators selected to partake in the study in King Cetshwayo district secondary schools. The findings of the study based on the data collected through questionnaires revealed that: ∙ There are factors that contribute to teenage pregnancy in King Cetshwayo district secondary schools, some of which did not exist before. ∙ There is a relationship between family background and teenage pregnancy in King Cetshwayo district. ∙ Educators can play a crucial role in mitigating factors which contribute to teenage pregnancy in King Cetshwayo district secondary schools. The key recommendations which emanated from this study, amongst others, were: ∙ There is a need for fully- fledged sexuality health education to be undertaken in schools. ∙ Contraceptives must be distributed in schools and learners be advised on their use. ∙ Poverty amongst the communities must be eradicated through women’s skill development and education. ∙ Peer educator programmes in schools must be resuscitated. ∙ Sexuality health campaigns must be organised in schools. ∙ Sports and cultural activities in schools must be encouraged. ∙ In-house codes of conduct to manage learner pregnancy must be developed and implemented.
Management challenges experienced by female educators in King Cetshwayo District secondary schools
(University of Zululand, 2017) Sibiya, Nondumiso Iris
The study focused on classroom management challenges experienced by female educators in King Cetshwayo District secondary schools. The aim of the study was to explore classroom management challenges faced by female educators in secondary schools and find establish the behaviour of learners towards female educators. Quantitative and qualitative research approaches were used. A structured questionnaire with close and open-ended questions was used to collect data from participants. The sample consisted of 280 female educators from 20 secondary schools in King Cetshwayo District. The demographic variables of the study show that there are higher numbers of female educators than males, the age of respondents reveal a youthful population of educators, teaching experience of educator’s average at 51% and shows a relatively experienced population, the majority of educators prefer teaching Grade 10 and below. Educators in secondary schools are mostly female (61%). The findings of the study show that educators were of the opinion that youthful exuberance and lack of positive role models are responsible for the unruly behaviour of the learners, female educators respond well to the needs of individuals and groups, educators are overburdened with overload and limited resources, also, learners misbehave towards female educators because they know that corporal punishment is prohibited by the schools and government as well. In view of the outcome of the research, it was recommended that workshops should be organised to address and empower educators on the appropriate teaching techniques to empower them cope with contemporary teaching challenges. It is also recommended that massive employment of educators be embarked upon in order to reduce the workload of educators and reduce work related stress. Appropriate funding should be made available to encourage educators to upgrade their knowledge in a manner that will support their career progression. Personnel like Psychologists, Nurses and Social Workers should be employed to serve as Educator supporting structures to help reduce workloads in the school environment.
The role of school governing bodies in Rural Section 21 schools in Sisonke District
(University of Zululand, 2018) Duma, Bongumusa Edmund
In the Manual: Guidelines for capacity building of school governing body members, South Africa (2015:12), “research indicates that most of the newly elected SGB members do not have the necessary capabilities to govern schools at the required level”. This view is corroborated by Pamillis (2005:23)’s assertion that “a common obstacle to democratic functioning of schools governing bodies in South Africa is the lack of capacity among many SGB members who may have not only insufficient knowledge of the legal requirements and rights of SGBs, but also lack the necessary education and skills to manage the school’s finances and business dealings and over above these deficiencies the SGB members may lack adequate support systems from the educational bureaucracy. Arguably, it is in light of these possible deficiencies that the South African Schools Act requires provincial departments of education to provide capacity-building programmes for governing bodies. Thus, as a consequence of this lack of the requisite capabilities, “experiences with decentralisation in education are somewhat mixed and often disappointing” (Azfar et al., 2001:8). This prevailing situation in respect of the lack of requisite governance skills is accounted for by the fact that “in South Africa a form of decentralisation has evolved that is strong in terms of devolution, but weak in terms of managing the disparate and often discriminatory proclivities and tendencies within local sites” (Azfar et al., 2001:8). What transpires from this is that “decentralisation South Africas not necessarily promote allocative efficiency […]” (Azfar et al., 2001:8). Thus, Azfar et al., (2001:8) view in this regard is that “whether decentralisation in fact improves or harms public sector performance appears to depend on formal institutional arrangements, as well as their interaction with social practices which influence the implementation of decentralised governance.” It is against this backdrop, therefore, that van Wyk (2007:137) argues that “in ceding power to the local site, the model in use in South Africa has failed to take account of diversity at the local level.” It is worth noting though that despite the failure cited by van Wyk, decentralisation as a pragmatic governance strategy is not dismissed willy-nilly. This view is corroborated by van Wyk’s (2007:137) argument that “the shift to decentralised school governance and management requires SGB members to develop a wide range of skills and capacity to deal with the complex issues and tasks they are expected to fulfil”. Thus, as a response to this predicament, “teachers often mentioned the necessity of providing appropriate training for school governors, particularly the parent representatives” (Van Wyk, 2007:137). Arguably, “skills deficit among SGB members weaken the effective functioning of SGBs (Van Wyk, 2007:135). The situation under discussion is exacerbated by and large by the fact that “there is a lack of accountability and possible participation problems in the relationship between schools and their governing bodies” (Transparency, 31). In the context of this study it is noted that “although the South African schools Act envisioned a system where schools would be community owned and controlled […]”, it is regrettable that “communities still perceive schools as belonging to government and teachers” (Transparency,31). Thus, in light of the numerous challenges cited above as being contributory factors on the seeming ineffectiveness of decentralisation in the education sector, this study sought to establish how best decentralised governance in schools could be harnessed notwithstanding its attendant constraining factors.
Motivating adult learners to learn: a comparative study of adult literacy programmes in South Africa and Nigeria
(University of Zululand, 2019) Akintolu, Morakinyo Oludamilare
ABSTRACT Background and objectives of the study The study investigated factors motivating learners in adult literacy programmes in South Africa and Nigeria. The main emphasis of the study was on adult literacy learners and adult facilitators in adult literacy programmes in both South Africa and Nigeria. Theoretical frameworks and literature reviews The theories of social cognitive, andragogy, self-determination and Self-concordance underpinned this study. Existing related literature on adult literacy programme in two countries were extensively discussed as well as strategies across the globe. Research methods and data analysis Data for the study were gathered through survey. A questionnaire was designed and used to obtain information from the adult learners in the literacy centres in both countries. In-depth interviews were conducted for the selected adult facilitators from the two countries. A mixture of simple random and convenient sampling was used to generate sample frames of the participants for the study. The sample of the adult literacy learners and facilitators that participated in the study were drawn from KwaZulu-Natal province of South Africa, and Southwestern region of Nigeria. Two hundred and forty (240) adult learners in the selected literacy centres responded to the questionnaires from the two countries. Furthermore, a total of twelve (12) adult facilitators were interviewed from the selected literacy centres from the two countries. Data analysis, interpretation and discussions were guided by mixed method with the use of quantitative and qualitative approaches and, a transformative paradigm that values the objective understanding of the adult learners and facilitators with the use of percentage and frequency counts for the quantitative and summative analysis for the qualitative approaches. Results The demographic results revealed that majority of adult learners in the literacy centres selected for the study in South Africa has higher percentage of young people between 20- 30 years compared to Nigeria. It also indicated that majority of the adult learners from both countries are females, unemployed with no stable source of income. Furthermore, promotion at workplace, improvement of employees’ performance at work and desire to improve their present situation were found to be the prominent among the factors that motivated the participants to enroll in the adult literacy programmes. The study revealed that group work, project-based learning, use of activities, question and answers, storytelling, demonstration, role play and dramatics were found to be the major strategies through which the selected literacy centres in the two countries use in motivating adult learners to learn. However, participants sampled in Nigeria stressed the use of strategies like Language Experience Approach, Each One Teach One (EOTO) and Reflect method. It also revealed that the sampled adult learners found it motivating to exhibit knowledge and skills acquired in the classroom to their day to day activities because of its relevancy. vi The findings confirm that manuals developed for adult learners encourage their individual learning which speaks to the need of adult as self-concept learners. The study also revealed that adult facilitators in the selected literacy centres found some technological innovations such as mobile technology, desktop computer, to be a motivating factors for adult learners. However, the adult learners and literacy programmes in the two African countries are demotivated as they face various challenges which include issues of time constraint for adult learners, absenteeism of learners, carefree attitude towards the programme, unemployment of learners, traditional social structure, age constraint, dropout barriers, distance covered to access literacy centres, unqualified facilitators, late payment of facilitators, lack of professional development for facilitators, lack of technological know-how among facilitators, and lack of infrastructure. Recommendations and conclusion The study recommends that the government painstakingly cater for this set of individuals in order to motivate them to stay on the programme, adopt the right strategies base on the need of the adult learners, specially focus on vocational skills in the curriculum, engage policy makers, and recruit personnel that are experts in the field of adult learning to always attend to the issue of curriculum design. Also, technological intervention for adult learners should be design in a mobile friendly manner with the aim of accessing content on the go, and government should not only increase funding, but also focus on adult literacy programmes in the two African countries. The study proposed a model for effective delivery and intervention of adult literacy programmes in Africa, especially in the context of motivating adult learners to learn
Practices and challenges facing physical science educators in Vuwani rural schools in improving grade 12 results
(University of Zululand, 2020) Baloyi, Miringo Samson
The quality of Physical Science results in rural areas is a matter of concern. As a developing country, South Africa’s focus must be on uplifting the standard of education in rural areas in order to have more skilled people. The study of Physical Science can help improve science skills in our country. The aim of this study was to determine practices and challenges facing Physical Science educators in improving Grade 12 results in Vuwani’s rural schools. The study was done qualitatively. Data was collected through interviews and observations. The findings, as based on interviews, indicate that Physical Science educators in Vuwani are faced with challenges such as lack of resources, work overload, lack of support from SMT, insufficient training by the Department of Basic Education when curricula change, overcrowded classes and bad classroom environment. The study also revealed that learners fail because of lack of proper support from parents, lack of discipline and improper use of language of instruction during teaching and learning. Physical Science educators in Vuwani indicated that to improve results, the following strategies could be useful: engage learners in enrichment classes, work as a team, mentor the new comers, give learners more assessment activities, motivate learners and monitor educators’ activities through SMT. Findings obtained through classroom teaching observation indicate that educators have challenges with regard to resources, content knowledge, language usage, assessment and feedback provision on activities taught. The study recommends that schools with less learner enrolment should reduce streams in order to lessen workloads on educators. Learners should be assessed regularly to improve performance.
The effects of the abolition of corporal punishment on learner academic performance in selected public schools in the Vhembe District
(University of Zululand, 2020) Singo, Ndinannyi Eunice
Learner misconduct is one of the major issues that affect learner academic performance. Before the dawn of democracy in South Africa, the learners’ discipline in class was largely controlled through corporal punishment and discrimination, particularly in the “Bantu Schools”. This, however, is not the case in the democratic South Africa. The democratic dispensation enshrines human rights, equality and freedom for learners. The aim of the study was to find out how the abolition of corporal punishment has affected the learner performance in the Vhembe District’s public schools. The study is positioned in the pragmatism paradigm. The mixed methods approach was used to investigate the effects of the abolition of corporal punishment on learner academic performance in selected public schools in the Vhembe District. Simple random and purposive sampling procedures were used to select a sample for this study. Data was obtained through questionnaires and face to-face interviews. The findings were analysed in order to address and help improve the discipline and conduct problems in secondary schools. An improved discipline system based on a positive and responsible learning approach is recommended.
Utilization of smartphone as mobile-learning tools in secondary schools at King Cetshwayo District: perspectives of school management team members and educators
(2021) Mokoena, Sello
The adoption and acceptance of mobile technologies as mobile learning(m-learning) tools in the education sector has brought benefits and opportunities for teaching and learning. The main aim of the study was to determine and explore the perceptions of School Management Teams members (SMT) i.e. principals and head of departments, and educators on smartphones use as m-learning tools in selected secondary schools at King Cetshwayo District. The study employed a mixed method approach and the explanatory sequential research design to achieve the main aim of this research. The SMT members and educators in secondary schools are key role players on technology use and acceptance in secondary schools for teaching and learning purposes. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework that underpinned this study. This research study was conducted in King Cetshwayo District’s secondary schools which is one of the largest district in KZN (Kwa-Zulu Natal) province. Questionnaires and semi-structured interviews were used as instruments to collect data in purposively selected secondary schools. The study respondents were SMT members and educators. The research piloted its questionnaire and it interview schedule in one secondary school which was not part of the ten selected secondary schools. The instrument used in the pilot study was used also in the main study because there were not changes after the pilot study revealed required results by the researcher, so that is the reason why it was also adopted without no changes for the main study. King Cetshwayo District has a total of 44 secondary schools for this study only ten were purposively selected. In the ten selected secondary schools 140 questionnaires were issued and 135 were collected, from the 10 planned interviews only 8 were conducted. Firstly, the study collected quantitative data from SMT members and educators, then followed with qualitative data from the principals. The main study findings revealed that the SMT and educators need training, skills development programmes on the use and adoption of smartphones as m-learning tools in secondary schools. The respondents indicated the type of staff development they require and how and when this training should take place. The study concluded by designing a model for secondary schools use and adoption of smartphones as m-learning tools in secondary schools. The model also show how the SMT members and educators could influence and motivate the smartphones use as m-learning tools in secondary schools.
Factors Affecting Entrepreneurial Skills Acquisition among Undergraduates in selected Universities in South Africa and Nigeria
(University of Zululand, 2021) Olumuyiwa, Omotosho Ademola
This study explored the factors affecting entrepreneurial skills acquisition among undergraduate students in two selected rural universities in South Africa and Nigeria. Quantitative and qualitative methods were used in this study. Questionnaires and semistructured interviews were used respectively for data collection. Systematic sampling technique was used to select the student respondents, while purposive sampling was used to select the academic staff respondents for the study. The questionnaire was administered to student participants, while lecturers were interviewed. Data for the quantitative study was analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS) while the qualitative data was collected and analysed thematically. The findings of the study reveals that students' acquisition of entrepreneurial skills in the two selected rural universities is influenced by common factors such as a lack of motivation, a lack of well-equipped skills acquisition centres, a weak connection between university and industry and poor management of training, among others. Research finding further shows that the effects of entrepreneurship education on students’ entrepreneurial skills were insignificant in the two selected universities. It is clear that entrepreneurship training in the South African university lacks practical orientation, while the hands-on approach in the Nigerian university is characterised by a low participation rate. Evidence suggests that the respondents generally consider entrepreneurship as desirable when they perceive that there are people they can rely on for support or any form of assistance they would need to overcome obstacles and fear of failure in the process of starting a business. The aforementioned signifies a need for apprenticeship approach to entrepreneurship education programme. Based on the research findings, it was recommended that entrepreneurship education should concentrate on developing students’ foundational abilities as well as technical and entrepreneurial skills associated with the various stages in the entrepreneurial process, there is a need for a paradigm shift in the pedagogical approach in the selected South African university from being largely theoretical to experiential and practical approaches, a close relationship between academia, government and industry is paramount to effective development of skills amongst students. It is also recommended that universities incorporate entrepreneurial education across all faculties, expose students to on-the-job training and financiers, face-to-face interactions with real business people in live projects, assist with the incubation of business ideas from students. The study addressed the understudied ‘skill factors’ in entrepreneurship and upholds quality assurance in entrepreneurship education in an apprenticeship way.
Influence of the 21st century technology in learner academic performance in King Cetshwayo district secondary schools
(University of Zululand, 2021) Seme, Justice Phila
In the 21st Century, technology has been known to play an important role in stimulating teaching and learning. Conversely, technology is also seen as a tool which tends to distract learners and hamper their academic performances. This study investigates strategies that can be adapted for the control of online gadgets in order to enhance learners’ academic performance in the 21st Century. Quantitative methods were adopted for the study. Rural and urban-based secondary schools were purposively selected, while 180 educators were randomly selected across the schools. The selected schools comprised of ten (10) rural and ten(10) urban secondary schools in King Cetshwayo District, KwaZulu-Natal Province, South Africa. Data were collected through the use of questionnaires which were administered to the 180 randomly selected educators. The collected data were analyzed using SPSS. The findings of the study showed, inter alia, that there is a need for the use of online technological gadgets in schools to be legalized by the Department of Basic Education (DBE) under strict terms and conditions. Also, there is need for parents according to DBE to keep the gadgets during school hours and return them after school and week-ends. The study recommends that a strong alliance regarding the control of learners’ use of online gadgets be formed amongst DBE, parents and educators.
The impact of household poverty trap on learners’ academic performance in Nongoma secondary schools in the Zululand district
(University of Zululand, 2021) Omoniyi, Iwaloye Bunmi
The study critically examined the impact of the household poverty trap on learners’ academic performance in nongoma secondary schools in the Zululand District. The researcher explored the relationships that defined the overlaps between the needs of the learners in the classroom and the household needs and goals. Thus, the impacts on the learning needs and academic success of the learner on the social and economic status of the family became evident. The research engaged the ecological theory of Urie Bronfenbrenner as a theoretical lens to understand the phenomenon. The study aimed at exploring the socio-economic views of household poverty on high school learners in Nongoma, where poverty tends to predominate due to the rurality of the Nongoma communities. The results of this study indicate that the majority of rural Nongoma learners cannot afford their emotional, physical, moral, social, and academic achievements even to the fundamental needs of people required for learning. A mixed method research design was adopted to collect primary data with selected participants within the study area. The collected data on the impact of household poverty trap on learners’ academic performance in Nongoma Secondary schools in the Zululand District were analyzed thematically. This study also found that the performance of academic students affected by financial constraints, poor health due to lack of good food, violence, child abuse, and prostitution, long-term stigma and stereotyping, school dropouts and absenteeism from school, is poor. This study recommends rural development policies, income and wealth distribution policies to close the gap between rich and poor, feeding in every school, particularly in rural schools and adequate learning aid for the provision of laboratories, computers and teaching pedagogy in rural schools. The study recommends also that the microsystem of schools and families, the meso- and exosystem of the community and macro-systems resolve the issue. All stakeholders need to work together to encourage learners to embrace education by providing them with all necessary enabling support to lose household poverty traps on them

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