Curriculum and Instructional Studies

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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.
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.
Choral competitions : a critical appraisal of their relevance to music education in KwaZulu
(1993) Nzimande, Sipho Justice; Thembela, A.J.; New, L.J.
A big question for the researcher is whether the current school choir competitions have positive or negative effects on the choristers and the rest of the community. Therefore the aim of this study is to look for the possibilities of enriching this choral practice or drawing everyone's realisation to the effects that exist in choral competitions. The procedure of interviews and questionnaires has been employed because not much information about this study has been investigated and preserved. The habit of competitions is retraced back from the Zulu culture, where there exists a non-musical competition. Speech and melody, harmony and rhythm is cited with the nature and African tendencies in mind. The NATAL AFRICAN TEACHERS' UNION is an organisation that has made and kept school competitions going. Four regions of NATAL have been used as a field of study. This is because each of these regions has a college, and colleges also serve as a source of information. Questions used during research have been justified with an intention of making it possible for the researcher to get information related to attitude, experience, amount of participation and the level of literacy.
A didactic investigation into the teaching of English composition writing in Zulu secondary schools
(1994) Shezi, Goodman Sizabantu Thamsanqa; Jacobs, M.
This study investigates the teaching of English composition in Zulu secondary schools which are in the KwaZulu Department of Education and Culture. Of special importance in this study is to determine the extent to which insights from composition research have informed classroom practice regarding composition teaching in a sample of secondary schools. In assessing the current state of composition teaching in KwaZulu, a two-pronged approach is followed: Linguistics and Didactics. The analysis is underpinned by three linguistic theories of composition (current-traditional, expressionistic and social) and five didactic principles: individualisation, socialisation, control, active participation and motivation. A questionnaire was administered to 68 teachers of English as a Second Language (ESL) out of the 100 targeted ESL teachers drawn from three circuits: Umlazi North, Umlazi South and Umbumbulu. To place the study of composition teaching in didactic context, Chapter 2 contains a formulation and substantiation of the five didactic principles: individualisation, socialisation, control, active participation and motivation. In essence, these principles are used as yardsticks to explain what constitutes effective teaching and learning. Regarding the linguistic dimension of the study, Chapter 3 outlines three linguistic theories (current-traditional, expressionistic and social). Each of these-theooesriabased on a different epistemological and philosophical orientation, and, consequently, each results in a different composition paradigm or model. Chapter 4 presents a theoretical discussion of the basic tenets of the process approach to composition writing - an eclectic approach which captures the essential features of both the expressionistic and social composition paradigms. The process approach is presented as a didactically-justifiable approach to composition writing which promotes all strategies, techniques and methods which are in line with the expressionistic and social composition paradigms. In this approach, the current-traditional composition paradigm is negated. Chapter 5 presents qualitative and quantitative results of the empirical study. The major findings of this study are:- o the need to teach composition writing using techniques that accommodate individual learner needs, fears and frustrations (and sometimes joy) regarding composing in a second language, e.g., English. o the need to harness and channel peer pressure positively by making learners work in peer groups during all the stages of the writing process; planning, drafting and revision. In this context, learners are socialised as they collaborate rather than compete to successfully produce composition pieces that communicate effectively. o the need to abandon the dominant current-traditionalcomposition paradigm in favour of the expressionistic and social paradigms which encompass techniques associated with the process approach - as against the product approach - to composition teaching. o the need to address composition teaching problems emanating, mainly from the Apartheid education dispensation regarding black schools, e.g., overcrowding and high teacher - pupil ratios which are demotivating factors militating against efficient composition teaching. Chapter 6 uses the five didactic principles as criteria to assess the didactic efficacy of linguistic theories and current practices regarding the teaching of composition writing. With regards to individualisation and socialisation didactic principles, the results are not promising. Control and motivation presented results which were negative and positive in some respects. The results were positive regarding active participation didactic principle. Chapter 7 places the empirical results of the study in linguistic context. It uses teachers' responses regarding their use of certain composition techniques to establish the dominant composition paradigm. The analysis shows that the current-traditional paradigm dominates. The chapter concludes with a discussion of the damaging long-term effects of the current-traditional paradigm of composition writing. Chapter 8 concludes this study with in-depth recommendations to teachers, teacher educators and administrators who have all been identified as agents who frequently act as catalysts to promote educational change. The five didactic principles are used as a reference framework for the recommendations. In other words, for each of the five didactic principles, there are recommendations for teachers, teacher educators and administrators.
A didactic paradigm for school-based practice teaching for colleges of education in KwaZulu
(1995) Ngcobo, Bhekithemba Walter; Jacobs, M.
This research centred on one broad objective, i.e. to establish the effectiveness of school-based practice teaching for student teachers in a selection of Primary Teachers Diploma (PTD) Colleges of Education in KwaZulu. Chapter 2 covers the review of literature on practice teaching. Firstly, the history of practice teaching is discussed so as to put the study in historical perspective. Secondly, research findings in selected countries are reviewed so that the study can be viewed in relation to international research trends. Thirdly, some approaches, which give a multifaceted nature of practice teaching as a field of study, are analysed. Chapter 3 discusses the criteria for effective school-based practice teaching with the aim of using such criteria as a yardstick for the analysis of the results of the study. Chapter 4 looks at the didactic theoretical constructs for a practice teaching curriculum . The implication being that any didactically justifiable practice teaching programme should be informed by what is discussed in Chapters 3 and 4. The questionnaire survey, as well as the informal interviews, were used in this study. A mixture of quantitative and qualitative methods has enabled the researcher to gain deeper understanding and a more penetrating insight regarding the problem under investigation. Findings of the study revealed that there was a consistent pattern of conflict regarding the results which emanated from qualitative findings. Qualitative findings, because of the open-ended nature of the questions, tended to be more reliable in terms of the respondents' ability to critically reflect upon current practices regarding practice teaching in KwaZulu Colleges of Education. Quantitative results, because of the close-ended nature of the survey questions, tended to be less realistic regarding practice teaching in these colleges. This became a chief advantage of quantitative and qualitative coupling of research methods as discussed in the above paragraph. The three most important findings of this study are: 1. There is lack of effective partnership between colleges and schools when it comes to the professional preparation of teachers. 2. The transfer of theory to practice by student teachers is hindered due to the poor quality of the relationship between theoretical training and practice. 3. The supervision of practice teaching is not effective because there is no collaboration between the college lecturer, the co-operating teacher and the student. The above major findings emphasise the need for colleges and schools to view themselves as institutions for teacher education. In this case teacher education should not be seen as the function of colleges of education only. This has implications for a major paradigm shift regarding teacher education. The following are the two most significant recommendations: 1. The practical training of teachers requires radical transformation regarding the need for collaboration between colleges and schools in the training of teachers. Partnership between the college and practising schools should not be a haphazard affair, but should be formalised. 2- All those involved in practice teaching supervision should be trained which will lead to practice teaching being a professional exercise, which is presently not the case. At the moment the practical training of students is a ritual which both the lecturers and students endure out of sympathy for students and not because of an understanding of the finer points regarding the importance this area of human experience. This study recommends major innovations regarding teacher education. One might conclude that viable solutions to the research problem have been found.
Didactic causes of scholastic failure in primary schools
(1996) Reddy, Ramamma; Jacobs, Monica
The aims of this study were: • to investigate the didactic causes of scholastic failure in primary schools; and • to suggest, in the light of findings obtained, didactically justifiable guidelines for reducing the failure rate in primary schools. To address these concerns the investigation was underpinned by the following hypothesis: the principal didactic causes of scholastic failure in primary schools centre upon the ineffective application of socialisation, individuaiisation, perception, motivation and evaluation as didactic principles. In order to combat the problem of fragmentation caused by an overemphasis on empirical research while theoretically engaging concepts as revealed in recent research findings are often disregarded, this investigation concentrated entirely on literary research. A comprehensive study was conducted of recent primary and secondary sources related to didactic causes of scholastic failure. Data collated from different types of research which were conducted, tried out and tested by other researchers were blended, integrated and analyzed according to didactic criteria articulated in the hypothesis. The findings revealed that scholastic failure in primary schools revolved around five major causes. First: inadequate situation analysis prevents effective psychological and educational diagnosis of (earning disabilities; temporary poor scholastic achievement of average learners are sometimes erroneously diagnosed by the teachers or orthodidacticians as being caused by permanent learning disabilities. Second: inattention to language skills causes many primary school children to be at a learning disadvantage; definite connections have been shown to exist between scholasticfaiiureand speech deficiencies, defective hand writing, spelling disabilities as well as reading and writing limitations. Third: inefficient teaching styles result in inadequacies in the integral, interactive parts which the child and his or her teacher play in the education situation. Fourth: weak classroom management generates disruptive behaviour, distraction, hyper-activity resulting in corporal punishment which in turn lead to scholastic failure. Lastly: lack of teacher self-evaluation creates a situation in which classroom actions are often not guided by accountable personal teaching theories and didactic principles. In the light of the above findings, the recommendations flowing from the research include, inter alia: that bridging module readiness classes be established for children turning five years of age and that professionally qualified educators be pfaced in charge of these children; • that more emphasis should be placed on peer group teaching in primary schools; • that teachers and parents work closer together to help, guide and shape the child's attitude towards school and that self-improvement among teachers should be promoted through in-service education.
The effects of teacher absenteeism in KwaZulu Natal Secondary schools
(1997) Mkhwanazi, Bhekinkosi Bhekizenzo.; Jacobs, Monica
The aims of this study were : • to investigate the effects of teacher absenteeism on secondary school pupils in KwaZulu Natal. • to suggest in the light of the findings obtained didactically justifiable guidelines for reducing the absenteeism rate among secondary school teachers. To address these problems information was collected from school principals through interviews and questionnaires. Analytical methods were also used to collect information regarding the effects of teacher absenteeism on secondary school pupils. In order to curb the problem of disjunction caused by an overemphasis on empirical research, this study also concentrated on a literature review in which recent sources on classroom management were used to identify criteria for effective classroom management, with specific reference to disruptive behaviour caused by the absence of teachers in the classroom. The study identified the following didactic criteria: democracy, conflict resolution, effective learning environment, motivation and order. These theoretical findings were blended with the empirical findings to analyse the effects of teacher absenteeism on the quality of teaching-learning actions in the schools included in the sample. The findings revealed that teacher absenteeism had the following major effects: • ignorance of pupils' names and achievements • demotivation among pupils • fighting and other forms of violence such as intimidation, defiance and vandalism • truancy • incomplete work programmes and poor performance • drunkenness and other forms of substance abuse by pupils • failure to do homework and assignments an increase in the drop-out rate • cheating in the examination The recommendations flowing from the research included, inter alia, that the Department of Education should establish a clear code of conduct regarding teacher absenteeism and a definite procedure to ensure that principals as well as teachers honour this code of conduct. Measures should be introduced to (a) combat the problem of teachers who fake sickness to absent themselves from duty and (b) compel principals to be more strict in keeping attendance registers, not only for pupils, but also for teachers. Since three of the most common causes of teacher absenteeism appear to be the attendance of funerals, part-time studies and long distances teachers travel between homes and schools, the dissertation contains several recommendations to alleviate problems in these areas.
A didactic study to identify criteria for project selection in technology
(1997) Chapman, Gavin Ashley; Jacobs, M.
Due to a rather weak performance of the economy and rising unemployment in South Africa a serious need of upgrading the South African education system was deemed necessary. The introduction of technology education into the genera! school curriculum was considered to be a possible means of improving the content and developing skills required by industry. As technology education is project driven, this study set about the investigation of identifiable criteria which may be applied by teachers to the selection of suitable projects in technology education courses. These criteria were considered to be essential to ensure equality between urban, rural and culturally diversified learners with special emphasis on previously disadvantaged pupils in a post-apartheid educational system. This study is concluded with a check-list (table 34) consisting of five main criteria and twenty sub-criteria for teachers to apply when making choices of technology projects based upon sound didactic principles. Chapter one orientates the reader into the background of the study, the problems and hypotheses. Chapter two provides a detailed empirical overview of five main criteria: SOCIO-ECONOMIC BACKGROUND, DEVELOPMENTAL LEVEL, PROBLEM SOLVING, MOTIVATION and MEANINGFUL TRANSFER OF KNOWLEDGE These criteria were derived from a literary study of didactic sources which provided a sound basis for their foundation. Chapter 3 investigates the possibility of using the principles of general and strategic management planning to facilitate a technology education programme and project theme. There is also an overview of the methodology required for the lorry project tested in this study and the conditions at the pilot schools. Chapter 4 provides the quantrtative results gathered via a questionnaire to 380 pupils (205 pupils from "disadvantaged" urban schools and 175 pupils from "disadvantaged" rural schools) at the eight pilot schools described by this study. There is also an overview of the findings related to these results presented in tabular form. Chapter 5 analyses the findings presented in chapter 4 and forms the qualitative results of the study. The reader is directed specifically to the detailed criteria (classified as sub-criteria which support the five main criteria) required by technology education teachers when projects are to be selected. Chapter 6 concludes the study with logical conclusions, guidelines and recommendations to teachers, education planners, curriculum developers and administrators who are the agents to promote educational change in Kwazulu Natal. A check-list with a simple yes/no response (table 34) is presented for the convenience and application by teachers when selecting technology education projects.
Constraints affecting the quality of teaching and learning at Technical Colleges in Kwazulu Natal
(2000) Nzama, Enock Vusumuzi.; Jacobs, M.
The main aim of this research was to identify constraints affecting the quality of teaching, learning and practical training of students at technical colleges in KwaZulu Natal. Questionnaire surveys as well as informal interviews were used. A mixture of quantitative and qualitative methods has enabled the researcher to gain a deeper understanding and a more penetrating insight regarding the problem under investigation. The five criteria for effective technical college-based training are identified and discussed in detail with the aim of using them as a yardstick for the analysis of the results of this study. The criteria are: effective partnership, adequately equipped workshops, effective education, practical application of knowledge and adequately qualified lecturing staff. In Chapter 3 recent examination results are analysed in order to inpoint those colleges in KwaZulu Natal where teaching and ]earning appear to be ineffective," identify constraints affecting the quality of training since colleges with excellent results may very welt have fewer constraints then colleges with poor results; and identify those colleges which are most affected by constraints. fn Chapter 4 the data collected from nineteen principals who completed questionnaires regarding staffing attechnical colleges is outlined. The focus is on staff provisioning [including qualifications and recruitment] as well as staff development and in-service training at colleges. Chapter 5 consists of a discussion of the data collected from nineteen principals who completed a questionnaire regarding training equipment at technical colleges. The focus was on: reiatedness of equipment and accreditation; exemplification of equipment needed; didactic rationale for the need of equipment; and perceptions of principals regarding equipment an inventory of equipment at selected colleges. tn Chapter 6 there is a particularisation of the constraints that affect the quality of teaching, learning and practical training of students at technical colleges. Ten serious constraints were identified, divided into four categories, namely: Constraints related to students: lack of a Science and Mathematics background, as well as student support systems. Constraints related to lecturers: inadequately qualified lecturers, frequent resignations and the lack of staff development programmes. Constraints related to equipment: a lack of up-to-date tools, equipment, heavy machinery and consumables. Constraints related to the department: partnership between colleges and industry is non-existant, most of the training is not in line with commerce and industry, merketing of technical colleges is ineffective and there is a lack of coherent and consistent funding policy for technical colleges. In Chapter 7 the empiriacl results are analysed, using the five criteria formulated in Chapter 2. It is shown that no technical college training can be effective unless these five criteria are met. Shortcomings in technical training in KwaZulu Natal are highlighted and the practical problems experienced in technical education are shown to be caused by a neglect or disregard of the theoretical underpinnings on which technical training should rest. Chapter 8 outlines the recommendations which emanated from the findings of this study. The following are some of the most significant recommendations: bridging courses in Science and Mathematics for students; certain non-technical skills should be taught such as problem-solving and English reading skills; induction and staff development programmes should be offered to lecturers; short-term staff exchanges should occur regularly between colleges and industry; facilities and equipment should be drastically updated; the department should introduce a new funding policy;
The implementation of fieldwork in geography teaching in Secondary school
(2000) Ngcamu, Richard Nkosingiphile; Gawe, N.
Fieldwork is regarded as an educational activity that takes place outside the classroom. It is a learning experience of outdoors which gives reality to the subject and saves it from being arid and theoretical. As such, fieldwork is regarded by most Geographers as being central to their teaching, research and as intrinsic to the very nature of being a Geographer. Through fieldwork Geography learners can become more participative, purposeful, enthusiastic and more positive in their learning. This study investigates the implementation of fieldwork in Geography teaching in Secondary schools. A broad overview of the literature on fieldwork in general and fieldwork in Geography education in particular, was analysed. Grade 8, 9 and 10 Geography syllabus was analysed to establish the extent to which the syllabus, as a guideline for teachers, promotes fieldwork in the teaching of Geography. Further more 50 questionnaires were distributed to 50 Geography teachers to find the extent to which they understood fieldwork and to establish whether it was implemented in schools or not. The principal findings of the study were: 1. Qualification did not mean competence - All the respondents were well qualified and they claimed to be knowledgeable about fieldwork and yet their excuses and explanation of their modus operandi clearly showed that few if any of these teachers undertook fieldwork. Amongst other excuses teachers complained about lack of time, ignorance of syllabus and lack of finances to support field excursions. 2. Poor communication between the school and the parents- The research revealed that there was poor support from parents on the activities pertaining to fieldwork. This was as a result of poor communication between the school and the parents. Parents were not part of the planning of the annual school activities and they were only told when money was needed to undertake field-trips. Hence, there was poor support from their side. From the findings of this research, it is evident that fieldwork in Geography teaching has an important place in the South African curriculum.
The role of parents in the continuous assessment of learners
(2002) Madondo, Sipho Eric Sihle; Ngidi, D.P.
The present study examines the role of parents in the continuous assessment of learners. The first aim was to ascertain the extent to which parents play an active role in the continuous assessment of their children. The second aim was to ascertain the extent to which parents understand the significance of continuous assessment. The third aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' active role which they play in the continuous assessment of their children. The last aim was to determine whether parents' biographical factors such as gender, aEQ, type of parent, academic qualification as well as learner's grade have any influence on parents1 understanding of the significance of continuous assessment. To this end, a questionnaire was administered to a randomly selected sample of one hundred and eighty four parents. The findings reveal that parents differ in the extent to which they play an active role in the continuous assessment of their children. A very high percentage (72,3%) of parents report an above average level of active role. The findings show that parents differ in the extent to which they understand the significance of continuous assessment. A very high percentage (65.2%) of parents report an above average level of understanding of the significance of continuous assessment. The findings also indicate that parents' personal variables such as age, type of parent, academic qualification as well as learner's grade have no influence on parents' active role which they play in the continuous assessment of their children. The last findings show that, with the exception of learner's grade, gender, age, type of parent and academic qualification have no influence on parents' understanding of the significance of continuous assessment. A very high percentage (72.2%) of parents.with learners in grade 8 report above average level of understanding of the significance of continuous assessment as compared to (57.5%) of parents with learners in grade 7. On the basis of the findings of this study, recommendations to the Department of Education and Culture, as well as for directing future research were made.
A Critical analysis of the secondary school economic science curruculum
(University of Zululand, 2002) Zungu, Zacheus Ngcebo Dumisani; Gawe, N.
The economic sciences curriculum is supposed to equip learners with skills that would be readily recognised and acceptable to the corporate world. Yet it became obvious from the high unemployment rate of leamers with economic science background that the expected skills were less developed than expected. School leavers need to be retrained for them to be able to carry out elementary tasks like bookkeeping. It is the inadequacy of the present secondary school curriculum to produce employable school leavers that prompted this inquiry. The main objective of this study was to investigate the relevance of the economic science curriculum to the needs of the corporate world. The study revealed that lack of participation by all relevant stakeholders in the development of a curriculum creates the gaps between the schooling system and the corporate world. The lack of resources and poor communication between business and education also contributed to the unemployability of school graduates. There is, therefore, very little congruence between what is taught and the world of work. Several recommendations to address the problem were put forward. The most important of these recommendations is .the establishment of partnerships between education and vocational skills may be fused. Economic science education needs to be given prominence in all schools including those in rural environments where given subject advisors seldom visit
Learner as an active participant in learning and continuous assessment
(2004) Mkhize, Samkeliso Emmanuel Nkwayi; Ngidi, D.P.
The present study examines the active participation of learners in learning and continuous assessment. The first aim was to ascertain the extent to which learners play an active role in learning and continuous assessment. The second aim was to determine whether learners' biographical factors such as gender, age and grade have any influence on the active role which they play in learning and continuous assessment. To this end, a questionnaire was administered to a randomly selected sample of three hundred and fifty four learners. The findings reveal that learners differ in the extent to which they play an active role in learning and continuous assessment a very high percentage (79.9%) of learners report an average level of active role. The findings also show that learners' personal variables such as gender, age as well as grade have no influence on learners' active role which they play in learning and continuous assessment. On the basis of the findings of this study, recommendations to the Department of Education as well as for directing future research were made.
Principals', educators' and parents' partnership in creating a culture of teaching and learning in schools
(2004) Qwabe, Jetro Zwelihle Hendrick; Ngidi, D.P.
The present study examines principals, educators and parents' partnership in creating a culture of teaching and learning in schools. The fIrst aim was to ascertain the extent to which parents, educators and principals play a partnership role in creating a culture of teaching and learning. The second aim was to ascertain the extent to which parents, educators and principals perceive problems that contribute to the decline of a culture of teaching and learning. The third aim was to determine whether parents' educators' and principals' biographical factors such as gender, age, academic qualifIcation nature of stakeholder as well as the highest grade of the school have any influence on their partnership role which they play in creating a culture of teaching and learning. The last aim was to determine whether parents, educators and principals' biographical factors such as gender, age, academic qualifIcation, nature ofstakeholder as well as the highest grade ofthe school have any influence on their perception of problems that contribute to the decline of a culture of teaching and .learning. To this end, a questionnaire was administered to a randomly selected sample of two hundred and four parents, educators and principals, inclusively. The findings reveal that parents, educators and principals, as a group, differ in the ext,,:nt to which they play a partnership role in creating the culture of teaching and learning. A very high percentage (97.5%) ofparents, educators and principals, as a group, report an above average level of partnership role. The findings also show that parents, educators and principals differ in the extent to which they perceive problems that contribute to the decline of a culture ofteaching and learning. A very high percentage (90.2%) of parents, educators and principals, as a group, report an above average level of perception of problems that contribute to the decline of culture of teaching and learning. The findings further indicate that, with the exception of the nature ofstakeholder, parents', educators' and principals' personal variables such as gender, age, academic qualification as well as schools' highest grade have no influence on their partnership role which they play in creating a culture of teaching and learning. The last findings show that parents', educators' and principals' biographical characteristics have no influence on their perception of problems that contribute to the decline of culture of teaching and learning. On the basis of the findings of this study, recommendations to the Department of Education and Culture as well as for directing future research were made.
Educators' implementation of assessment in outcomes-based education
(2006) Ngidi, Thelma Zenzele Nomhlangano; Ngidi, D.P.
The present study examines educators' implementation of assessment in Outcomes-Based Education. The aim was to ascertain the extent to which educators use assessment methods, assessment tools, assessment techniques, forms (specific purposes) of assessment and reporting tools. Another aim was to determine whether educators' biographical factors (gender, teaching experience, qualification and teaching phase) have any influence on educators' usage of assessment methods, assessment tools, assessment techniques, forms (specific purposes) of assessment and reporting tools. To this end, a questionnaire was administered to a randomly selected sample of three hundred and three educators. The findings reveal that educators differ in the extent to which they use assessment methods. A very high percentage (66.3%) of educators report a moderate level of using assessment methods, 29.7% report a low usage level and 4% report a high usage level. The findings also indicate that educators' biographical factors have no influence on educators' usage of assessment methods. The findings show that educators differ in the extent to which they use assessment tools. A relatively high percentage (59.1%) of educators report a moderate level of using assessment tools, 6.2% report a low usage level and 34.7% report a high usage level. The findings further reveal that qualification and teaching phase have an influence on educators' usage of assessment tools. The findings reveal that educators differ in the extent to which they use assessment techniques. A high percentage (62.7%) of educators report a moderate level of using assessment techniques, 13.5% report a low usage level and 23.8% report a high usage level. The findings also indicate that teaching phase has an influence on educators' usage of assessment techniques. The findings show that educators differ in the extent to which they use forms (specific purposes) of assessment. A relatively high percentage (50.2%) of educators report a moderate level of using forms of assessment, 6.6% report a low usage level and 43.2% report a high usage level. The findings further indicate that educators' biographical factors have no influence on educators' usage of forms of assessment. The findings reveal that educators differ in the extent to which they use reporting tools. A high percentage (61.4%) of educators report a low level of using reporting tools, 34.6% report a moderate usage level and 4% report a high usage level. The findings also indicate that educators' biographical factors have no influence on educators' usage of reporting tools. On the basis of the findings of this study, a model for implementation process of assessment in OBE was proposed and recommended.
Educators' experiences in implementing the revised national curriculum statement in the Get Band
(2006) Maphalala, Mncedisi Christian; Ngidi, D.P.
The present study examines educators' experiences in implementing the Revised National Curriculum Statement in the GET Band. The first aim of the study was to ascertain the nature of educators' experiences in implementing the Revised National Curriculum Statement. The second aim was to determine whether educators' biographical factors such as gender, age, teaching experience, qualification and rank have any influence on the nature of their experiences in implementing the Revised Curriculum Statement. The third aim was to ascertain the extent to which educators generally find implementing the Revised National Curriculum Statement to be stressful. The last aim was to determine whether educators' biographical factors (gender, age, teaching experience, qualification and rank) have any influence on the extent to which they generally find implementing the Revised National Curriculum Statement to be stressful. To this end, a questionnaire was administered to a randomly selected sample of three hundred and eight educators. The findings reveal that educators differ in terms of the nature of their experiences in implementing the Revised Curriculum Statement. A high percentage (61.04%) of educators reports a positive experience about implementing the Revised National Curriculum Statement. The findings also show that age, teaching experience and qualification have an influence on the nature of educators' experiences in implementing the Revised National Curriculum Statement. The findings further reveal that educators differ in the extent to which they generally find implementing the Revised National Curriculum Statement to be stressful. A relatively higher percentage (38.31%) report above average level of stress, 28.90% report below average level and 32.79% report an average level The last finding shows that educators' gender, age, teaching experience, qualification and rank have no influence on the extent to which educators generally find implementing the Revised National Curriculum Statement to be stressful. On the basis of the findings of this study, a model on curriculum implementation process was proposed and recommended.
Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment
(2008) Mthethwa, Gerald Simangaliso; Ngidi, D.P.; Adams, J.D.
The present study examiners principals' knowledge about and attitudes towards inclusive education. The first aim of the study was to ascertain the extent to which principals know about inclusive education and a child with special educational needs. The second aim was to determine whether principals' biographical factors (gender, teaching experience and phase of the school) have any influence on their knowledge about inclusive education and a child with a special educational needs. The third aim was to ascertain the nature of principals' attitudes towards inclusive education. The fourth aim was to determine whether principals' biographical factors (gender, teaching experience and phase of the school) have any influence on their attitudes towards inclusive education. The last aim was to determine whether there is any relationship between principals' knowledge and attitudes regarding inclusive education. To this end, a questionnaire was administered to a randomly selected sample of two hundred and twelve principals. The findings reveal that principals differ in the extent to which they know about inclusive education and a child with special educational needs. A high percentage (65.1%) of principals report a high level of knowledge about inclusive education and a child with special educational needs. The findings also show that teaching experience has an influence of principals' knowledge about inclusive education and a child with special educational needs. The findings also indicate that a high percentage (60.8%) of principals hold a positive attitude towards inclusive education. The findings further reveal that gender, teaching experience and phase of the school have no influence on principals' attitudes towards inclusive education. The last findings show that there is a positive relationship between principals' knowledge about an attitudes towards inclusive education. On the basis of the findings of this study, recommendations to the Department of Education as well as for directing future research were made.
The promotion and benefits of play in foundation phase teaching and learning
(2012) Imenda, Grace Mbangweta; Khuzwayo, M.E.
This study investigated: [a] the ways in which Foundation Phase educators promoted indoor and outdoor play for their learners; [b] which play activities the foundation phase educators valued most and what educational benefits they associated with these play activities; and [c] which play activities were valued most by foundation phase learners and the educational benefits they associated with these play activities. The study was based on the “mixed methods” (blended) research paradigm, involving the collection of both qualitative and quantitative data from focus group interviews and a semi-structured questionnaire. Information from the educators was collected by way of a questionnaire comprising both structured and non-structured sections. Quantitative data were analysed by the use of Microsoft Office Excel, while qualitative information collected from the interviews with the learners was analysed qualitatively. Altogether, seventy-two (72) and thirty-two (32) foundation phase educators and learners, respectively, participated in the study. These were drawn from former Model C, township and rural schools. On the first research question dealing with the promotion of play, the educator respondents reported that they promoted numeracy through (a) the use of market stands and playing shop (using Rands, litres, and centimetres); (b) play activities involving bean bags – to promote counting; (c) providing opportunities for learners to play with building blocks as counters; (d) playing mathematics games – e.g., touching eyes, ears, knees and legs to promote counting in twos; (e) the use of number games, flash cards and counting blocks to promote the creation of number patterns; (f) games, such as running using sacks, putting water in water bottles, using heavy and light objects, short and long objects – to develop the concept of measurement; and (g) giving learners opportunities to actively take part in number rhymes and songs which promoted the development of measurement concepts. Plays were also used in the teaching / learning of literacy through strategies that included story-telling, role-playing, rhymes and singing, as well as dialogue; learners taking turns in playing games; learners drawing pictures about song or rhymes; learners imitating animal sounds, word matching games and acting out stories; word games, phonic wheels, reading games; making letters with dough; alphabet story, such as Sammy snake, fireman Fred. In promoting life skills through play, the educators reported using weaving, kneading and pretence play / role playing; matching different types of foods, charts, stories and story-telling; activities around environmental management; plays calling for help; painting, colouring, handwork; music; thinking and reasoning games; plays involving rendering sympathy and empathy to others; poems- on how to cross the road. On the second research question, the educator respondents reported that play was important for developing learners’ cognitive, social, motor, language and inter-personal skills. Furthermore, the educators reported that play enabled learners to (a) expand their imagination, (b) become more emotionally mature, (c) enhance their state of school readiness, (d) develop social skills, (e) develop initiative, (f) build and enhance their autonomy and sense of self, (g) take risks, (h) reveal their personalities, and (i) develop self-confidence and self-esteem.. On the third and final research question, the respondents reported that they liked playing with wire cars, hide and seek, wooden cars, soccer, playing domino games, puzzles, snakes and ladders, with water and sand, making necklaces, playing with wooden blocks, tyre racing, climbing on the jungle gym, colouring and painting. playing house, netball, tuck, dolls, blocks, laptops, playing games on touch, hockey, rugby, cycling, ski-boarding, ludo, rugby, athletics, amagenda, arigogo, hop scotch, umlabalaba. The discussion of the results of this study showed that the findings fell in line with the literature review. Recommendations for classroom practice, curriculum planning and implementation, as well as further research have been made.
A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District
(University of Zululand, 2013) Govender, Samantha; Khuzwayo, M.E.; Khuzwayo, H.B.
This study is aimed at understanding the efficacy of the implementation of the national curriculum innovations called “Foundations for Learning Campaign” in schools under uThungulu District, within the province of KwaZulu-Natal in South Africa. Furthermore, it included assessing the level of preparedness of educators in their teaching of basic skills in the classroom and identifying the gaps in the dissemination and implementation of curriculum innovations. The view upheld within this study was that ‘the use of alternative strategies to implement national curriculum innovations in schools is of no use if the school practitioners are sidelined in the development, planning and organisation processes of the innovation.” The study targeted foundation and intermediate phase teachers from grades one to six teaching numeracy/literacy and languages/mathematics, from whom a sample of 120 teachers was purposefully selected as they were the initial focus of the Foundations for Learning Campaign. Both qualitative and quantitative methods were employed in the collection of data. The findings revealed that majority of the educators were not adequately equipped with skills and expertise to implement the Foundations for Learning Campaign effectively and efficiently in the classroom. Inadequate preparation was due to the following reasons: lack of sufficient time allocated for training, inappropriate and irrelevant training and inadequately trained facilitators. In addition, there is a lack of professional development programmes and school-based activities to enhance the teaching and learning of basic skills. Inadequate supervision, monitoring and support from both the staff management team and subject advisors/specialists predominantly prevailed during the implementation of the Foundations for Learning Campaign. Furthermore, the model used to cascade the national curriculum innovation to schools identified within the study was inadequate for the efficacious implementation of the Foundations for Learning Campaign. The study recommends that: teacher orientation, training and support processes should be refined; a high teacher-pupil ratio needs to be phased out and discouraged; a variety of quality Learner Teacher Support Material should be readily available and easily accessible to educators in the classroom to enhance the teaching and learning of languages and mathematics; on-going supervision, monitoring and support from the staff management team and subject advisors/specialists are necessary with regards to curriculum implementation; and finally professional development programmes and school based activities currently in place need to be evaluated and reviewed.
Teaching of social science learning area in the context of curriculum change in senior phase of General Education and Training Band (GET) in schools under Empangeni education circuit
(University of Zululand, 2013) Mncube, Dumsani Wilfred; Khuzwayo, M.E.
This study sets out to investigate the teaching of social sciences learning area in the context of curriculum change in the Senior Phase of the GET band. The main purpose of this study is to investigate educators’ experience and competence in the teaching of social sciences. The study targeted Senior Phase educators in the GET band because they had significant experience in teaching the new broad-field curriculum. This study is located within the interpretative paradigm using the methodology of critical analysis. It uses the mixed-mode approach, combining both qualitative and quantitative methods. Sampling of the participants was random owing to the poor accessibility of some schools in the circuit. The first research instrument was administered to Senior Phase educators to solicit their experiences of teaching learning areas since the implementation of NCS introduced the interdisciplinary approach to teaching and learning in schools. The second research instrument was the interview, followed by observation, to collect information on educators’ perception on a broad-field curriculum which advocates an integrated approach to the teaching of history and geography in schools. The third instrument was an in-depth interview which was used together with focus groups to solicit information about educators’ disciplinary and pedagogical knowledge, both of which are necessary for teaching history and geography as one discipline. The results showed that social science educators are still facing challenges with regard to the integrated teaching of history and geography. The results of the study have revealed that social science teachers in the Senior Phase are still teaching history and geography as distinct fields of knowledge. The critical analysis of findings has indicated that teachers’ ability to understand the broad-field nature of social science is still weak and its implementation is in conflict with the policy guidelines of integration.

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