Mathematics, Science and Technology Education

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Towards educational transformation: perception of and reflections on educational practice in foundation phase classes
(2007) Khuzwayo, Mumsy Ethel; Dlamini, E.T.
This study examined the perceptions and reflections of educators on their educational practice in the foundation phase classes. The aim of the study was to investigate the challenges facing the implementation of OBE in foundation phase classrooms. The research targeted foundation phase educators because they were the first to be exposed to the knowledge and practice of OBE and Curriculum 2005 in 1998. Initial assumptions held by the researcher was that by now the foundation phase educators should have accumulated a lot of experience in OBE and Curriculum 2005 (C 2005) practical implementation. The first research instrument was a questionnaire that was administered by the researcher to foundation phase educators for the purpose of soliciting their perceptions of the training workshops conducted from 1998 to 2000 to facilitate their understanding of C2005. The second research instruments were self-evaluation sheets that were disseminated to Foundation Phase (FP) educators so that they could rate themselves in terms of the competences they thought they developed during the training workshops and classroom-based support workshops. Thirdly, Interview schedules were used to solicit information about the support programmes available to educators in the foundation phase to facilitate the successful implementation of OBE and C 2005 in the classrooms. Lastly, the use of observation schedules provided the necessary confirmation of whether the educators' self rating was confirmed by their classroom practice. The results showed that there are challenges facing the implementation of Outcomes-based education in classrooms such as. The challenges faced by the educators were as follows: • Data collected from classroom observations showed that the FP educators had difficulty in applying skills and competencies required to implement a successful OBE delivery. Among difficulties was a lack of creativity to plan worthwhile learning activities to engage the learners in a variety of identified skills, and intellectual processes without resorting to rote learning. • The subjects lacked skills to integrate knowledge across curricula and this was exacerbated by a general poor content knowledge of educators in general, even at this level. • The OBE demand to have educators who can handle diverse needs of learners was lacking. The dominant teaching method was the "telling method" accompanied by recitation of unexplained poems. The role of the poems was not explained but seemed to be used to fill gaps when educators had nothing worthwhile to teach. • Another missing pillar of OBE in the subjects' classrooms was poor contextualization of content with learners' real life experiences. The educators had difficulty in selecting support materials to facilitate learning. On the role of School Management Teams to mentor and support FP educators the results of the study showed the following: • Time constraints made it impossible for SMT member to mentor and assist colleagues. But the most crucial point was that the SMTs stated that they had been inadequately trained to implement OBE let alone train other people. • SMTs are managing an RNCS curriculum that is in a trial and error mode as everybody grapples to understand what is authentic OBE implemented as RNCS in South Africa. The impact on the learners is a decline on literacy levels. Failure to implement OBE effectively in FP classrooms is rocking the foundation stones of future learning of the young Black learners. The findings suggest a need for intensive and more prolonged in-service education and training for foundation phase educators, otherwise the country is heading toward disaster of another lost generations of learners who will come out of school illiterate. The heads of departments and other members of school management teams require proper training in instructional leadership skills and knowledge. This could enable the members of the school management teams to provide mentorship, coaching, support and proper guidance to educators about the practical implementation of OBE curriculum.
The use of computers and problem solving in algebra
(2008) Biyela, Khetha Bonginkosi; Sibaya, D.C.; Sibaya, P.T.
The present study is about the problem solving and the use of computer in teaching and learning of mathematics. The study was conducted to grade eight learners where basic mathematics concepts are introduced. The reason is that lack of knowledge of basic mathematics concepts, irrelevant approaches and methods used in teaching mathematics are perceived as the cause of poor performance in mathematics. Therefore if learners could master these concepts and acquire problem solving skills at elementary level they can do better in upper levels especially in grade 12. In this regard the effects of problem solving involving the use of computer at grade eight level have been investigated. The first aim was to test the effects of multidimensional approach using computer in algebra problem solving. The second aim was to determine the effects multiple representations in computer environment have on mathematics problem solving. The third aim was to determine the effects of computer assisted collaborative learning on mathematics problem solving. To achieve these aims an unstandardised achievement test and a questionnaire was administered to a sample of grade eight learners from three high schools in KwaZulu Natal. The results revealed that if problem solving is integrated with other components (dimensions) such as the teaching of facts and skills, teaching for understanding and the use of technology (computer) learners are likely to achieve better results in mathematics. The results also revealed that the use of multiple representations in expressing the mathematical concept or idea and collaboration among learners in problem solving improve learners' understanding of mathematics. The discussion of the results of this study leads to the discussion of implications of the findings and recommendations.
Evaluating the role of learning support materials in curriculum implementation: the case of "WE CARE"
(2008) Luthuli, Cleopatra; Dlamini, E.T.
The study sought to explore the impact that exemplary curriculum materials called "We Care" had made on the classroom practice of the recipients, namely educators in rural areas. It also explored the ways in which the recipients put the materials to use. The materials in question introduced the educators to the practice of integrating Environmental Education (EE) into the teaching of the Natural Sciences. The materials also provided suggestions with regard to learner-centred actrvrty-based ideas for learning programme development Teaching experiences of educators using "We Care" were recorded mainly by means of videotaped lessons, which were transcribed and analyzed. Results showed that all the educators found the materials informative and interesting to use. "We Care" materials generated collegiality among the educators and inspired them to work together and share ideas. Analysis of the videotaped lessons, however, revealed that the participants often lacked adequate content to explain science concepts clearly. Group work was also handled poorly, with the result that the objectives of group activities were not being achieved. A general weakness in handling the outcomes-based approach was evident, despite the participants' expressed conviction that "We Care" had helped them to demystify OBE. The study's value manifested in the identification of good practice among the participants and in the opportunity that it provided to discuss exemplary practice.
The effect of isiZulu /English code switching as a medium of instruction on students' performance in and attitudes towards Biology
(2008) Olugbara, Cecilia Temilola; Imenda, S.N.
This study investigated the effect of IsiZulu/English code switching as a medium of instruction on Grade 10 students' performance and their attitudes towards biology. The increased failure rate of Black South African students in science subjects and the acute shortage of science personnel across many sciences-based professional affiliations were the motivations for the study. Four secondary schools in Esikhawini and KwaDlangezwa Townships in KwaZulu-Natal province of South Africa were randomly selected into experimental (IZECS) and comparison (EL) groups. Both quantitative and qualitative research approaches were used to collect data from these schools, in addition to a biology achievement test, a questionnaire and direct classroom observations. A pre-test and post-test non-equivalent comparison-group experimental design was used to measure the differences in the performance and attitudes of the students, following the IZECS and EL instructional interventions. The students were taught the human breathing system using IsiZulu/English code switching in the experimental and the English language only in the comparison group as the two independent variables. The dependent variables were the students' performance in biology and their attitudes towards the subject. Two hypotheses were formulated and tested at a= 0.05 level of significance. The t-test statistic was used to establish comparisons between the students' performance in biology and their attitudes towards biology between the two groups. The result of the comparisons showed a statistically significant difference between the two groups, in favour of the group that was taught using IsiZulu/English code switching on the performance in the post test. The attitudes of students in IsiZulu/English code switching group improved more favourably towards biology than those in the English language group following the interventions. The majority of the students that preferred IsiZulu/English code switching to other languages in both groups explained that the method would make biology easier to understand. Consequently, these students recommended that teachers should use IsiZulu/English code switching to teach biology for better understanding. They felt strongly that the adoption of IsiZulu/English code switching, as an instructional approach for teaching biology in Grade 10, would improve the students' performance and their attitudes towards the subject. Overall, the results from this study can be of use to teachers, educational planners and policy makers as they address the complex issue of language choice in South African classrooms.
Small scale farming on Wetland resource utilisation: a case study of Mandlanzini, Richards Bay
(2009) Mthiyane, Thokozani Sivikele; Dlamini, E.T.; Mncube, D.W.
Wetland utilisation by rural communities in South Africa poses a serious challenge for natural resource conservation. The growing rate of rural poverty, poor education and socio-cultural beliefs contribute towards the current plight of many wetlands. The challenge that faces wetland sustainability stems from the over utilisation of wetland resources for survival as well as cultural activities that are practiced. This study aimed at investigating the impact of various wetland activities performed on a daily basis by local communities of Mandlanzini in the quest for survival. The community groups were selected to study their way of life and their relation to their local environment in order to deepen the understanding of their activities and impact on the wetland. Household data collected, gave a clear picture of socio-economic status of the community. The results of the study showed that community members, on the lower end of salary scales, were the ones who relied heavily on raising income by using resources available from the wetland. Research data showed that, there is a high demand for staple food such as ‘amandumbe’, banana, and sweet potatoes by the community under study. The study also showed that indigenous knowledge can play an important role towards the restoration of wetlands. Furthermore, as many community members practiced subsistence agriculture, most of their livestock depend on wetland resources. All these constituted good reasons why communities should be involved in wetland management and conservation.
Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District
(2009) Mchunu, Stephan Paraffin; Imenda, S.N.; Ntuli, M.S.
This study looked at the implementation of the NCS physical science as a major curriculum change. As Imenda (2002:4) states "curriculum change entails that educators, learners, administrators, and all those with a part to play in the actualisation of the new curriculum have to see and do things differently". He further asserts that "this invariably means embracing a new system of doing things in terms of a sound philosophical basis, curriculum content description, beliefs, values, convictions and practices". He further posits that "the transition from an 'old' curriculum to a new one could therefore present difficult challenges and problems". According to Imenda (2002:4), "the espousal of OBE by South Africa's Ministry of Education to apply to all levels of the education system has presented a number of major challenges". Indeed, there are many challenges facing physical science educators in the implementation of OBE, including overcrowding, language mismatching, teacher unpreparedness, non-delivery of OBE resources, inadequate facilities and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa, 2002:106-107 & De Waal, 2004:63-66). In particular, student assessment is an integral part of the outcome-based approach to curriculum design and implementation. Accordingly, the implementation of valid and reliab!e assessment procedures is a centre piece 1 of outcomes-based education (OBE). The paradigm shift from the traditional curriculum to an OBE curriculum requires changes to be reflected in assessment practices. Thus, unless assessment is properly aligned with the curriculum reform and teaching, the desired changes in education will be extremely difficult, if not impossible, to realise. The current reform initiative in science education emphasizes the importance of teaching learners to be critical thinkers and problem solvers. Assessing whether learners understand basic science concepts and can use them to solve problems requires an approach very different from traditional tests that primarily measure the recall of isolated facts. As Rasool (1999: 177) points out: The traditional educational paradigm prevalent in schools is characterized by a heavily content-driven, teacher centered approach. Subjects are broken down in terms of rigidly defined syllabuses and tend to be knowledge focused rather than performance focused. While methodologies vary, the role of the teacher as a subject matter expert is largely that of provider of content. The following points are noted from the traditional curriculum: • Learners are often passive recipients of knowledge. • Emphasis is on memory, practice and rote learning. • Promotion of learners is based mainly on pencil and paper examinations. • Little or no emphasis is on creativity and the curriculum is overloaded with content; no attention is given to skill. • No emphasis on co-operative learning and discovery learning. • Competencies, knowledge and skills are not improved. 2 • Skills acquired outside school are regarded as inferior and largely not recognized (Department of Education, 1997: 27). In the new curriculum, the full scientific power of pupils is assessed. Students' performance is compared with established criteria"; students are viewed as active participants in the assessment process; assessment is regarded as continual and recursive. Overall, outcome-based assessment focuses on work done, assesses understanding and is motivational in nature (Lorraine, 1998: 58).
Implementation of Environmental Education in senior phase: a survey of cluster schools
(2009) Makhoba, Angeline Jabulile; Dlamini, E.T.
The objective of this study was to investigate if educators in the Senior Phase implemented the (EE) in their learning areas. The study had to find out why some environmental themes were more interesting to teach as compared to others. The teaching methods used by educators in teaching environmental education were to be identified. The study was conducted amongst six (6) primary schools and two (2) high schools in one cluster. There were thirty (30) educators involved in the study. The constructed objectives of the research study lead to the formulation of the following research hypotheses: (a) The frequency with which identified environmental themes are taught differs with respect to different learning areas; (b) Some identified environmental themes are more interesting to teach as compared to others; and (c) Educators use a variety of teaching methods when teaching environmental education in the senior phase. A questionnaire was used to collect data. It followed eight (8) environmental themes to be used by the participants. The collected data was then analysed through the use of a computer programme called Statistical Packages for Social Sciences (SPSS). In the analysis of results it was discovered that educators did implement environmental education in their learning areas, but to a limited extent. This seemed to agree with the hypothesis that educators do implement cross-curricular teaching of EE. It was discovered that some learning areas like Economic and Management Science (EMS), Natural Science (NS) and Social Science (SS) were more flexible in teaching environmental education as opposed to Arts and Culture (A & C) and Life Orientation (LO). The analysis of results showed that some environmental themes were more interesting to teach, like Population and Human Health as compared to others like Deforestation and Waste and pesticides. It was discovered that educators used mainly the question and answer, discussion and narrative methods as opposed to projects, research and fieldwork. This finding is discussed in the light of the literature reviewed, some recommendations aiming at action that could be taken and further research is made.
Conceptual understanding of photosynthesis
(2010) Mhlamvu-Zikhali, Nompumelelo Venentia; Dlamini, E.T.; Ndawonde-Nene, B.G.
The purpose of this study was to investigate possible reasons for the high failure rate in Biology, particularly under the topic “Photosynthesis”. Photosynthesis is a biological process which is critical for producing food for all living organisms. A test was used as a tool for collecting data. The test consisted of six questions taken from previous grade twelve final examination papers. The questions were analysed to determine the cognitive demands according to Blooms taxonomy. The questions were found to be integrated and tested lower and higher order cognitive levels according to Bloom’s taxonomy. The learners achievement scores showed that the test discriminated well among those learners who studied well and those who did not know their work. The sample was drawn from six high schools of Mthunzini circuit, in northern KwaZulu-Natal. To test whether there were significant differences in achievement scores among the six schools, a statistical Package for Social Sciences was used. Poor performance in the structured questions showed that language was a major barrier in expressing the learners ideas. Examples of incoherent sentences written by learners were captured in the main study. English as a medium of instruction affects the ability of the learners to answer questions. Looking at the learners responses, it is evident that language is a barrier to those students who cannot discuss in the target language (TL) of instruction which is English. Some students with better English competence were able to express themselves in the instructional language, and this gave them a chance of explaining their observations clearly and accurately. The poor performance at the level of 29% in lower order questions, showed how poorly the learners are mastering their work. Question 5 an application level question was the most poorly done with 66% learners achieving between 0-10%. The learners failed completely to plot a graph, they failed to use information given to identify correct axes on which to plot the independent and dependent variables. There was therefore also a problem of mathematical literacy which should make sure that every learner can handle a simple graph question. Learners who had chosen careers for which Biology is a requirement, performed better than their peers. Career choices seemed to be a factor in motivating learners to strive to do well. There were no significant differences in the achievement scores between boys and girls at 95 confidence levels. In one of the more conceptual questions the girls did better than boys at the range of 61-70% while at the range 71-80% only the girls featured. The efforts by the government to encourage girl children to do well may be beginning to pay off. It is also an achievement that the overall study showed the girls performing as well as the boys. The study provides a window which shows what is happening in our Black schools and a challenge for the government to look for ways of assisting, in particular, poverty stricken schools and also supplying such schools with well qualified teachers. The schools may also need to spend more time on task instead of allowing learners to mill around doing nothing.
Attitudes of University of Zululand students towards technology
(2010) Kok, Petrus Jacobus; Khuzwayo, H.B.; Nzima, D.R.
The study investigated the attitudes of in-service, teacher education students at a South African University. The study is set in a rural context with participants drawn from the University of Zululand, situated on the north coast of KwaZulu¬Natal province. Data was collected from 88 teachers, enrolled for a National Professional Diploma in Education (NPDE) in technology education at the University. The study aimed at generating information from respondents in an open, qualitative research framework. The study utilized a confirmatory survey approach and the data collection instrument used for the study was adapted from the "Pupils' Attitude Towards Technology" (PATT) instrument used successfully in other countries e.g. Netherlands, United States of America and Thailand. The results of the study indicated that, teachers showed a strong conceptual understanding of technology, and they assigned a great level of importance to knowing how technologies work. Similarly, the study's findings showed that teachers are aware of the positive and negative impact of technology, and that they showed a keen interest in wanting to know more about different technologies. In contrast with their interest, teachers showed a moderate to low level of knowledge and understanding concerning technologies used in their everyday lives. Teachers also felt that they have some influence when it comes to making decisions about technology, but they have very low confidence in leaders of their communities to make decisions about technology. Teachers were also unanimous in their view that technology must play an important role in the school curriculum, and they placed very high expectations on what they believed a high school learner should know about technology.
Career choices of black grade 12 learners in KwaZulu-Natal schools: implications for sustainable development
(2010) Mmema, Sipho Sibusiso; Dlamini, E.T.
Skills development is a crucial issue in South Africa as the economy of the country will only grow if there are people with the right skills and expertise to run all sectors of the economy. This study examined the career choices of Black Grade twelve learners in order to determine whether at this level learners have broadened their career choices to include scarce areas such as, for example, Science, Mathematics and Economics Management Science. The choice of careers is an important sustainable development issue, because without relevant expertise the economy of the country will not improve. Secondly, the demise of apartheid opened up careers which were previously denied to Black people; it is for this reason that the researcher examined the career choices of Black Grade twelve learners in the Province of KwaZulu-Natal in the Republic of South Africa. The study made use of questionnaires to establish what kind of career choices Black Grade twelve learners made and also to find out whether there was any difference between the careers chosen by girls and boys and also between rural and urban learners. The study found that the general career choices of both males and females had changed by the time they reached Grade twelve, seen against career studies done at Primary school level (Mmema, 2010). In this study, some males currently chose careers that were previously only popular with females in grade seven, such as nursing, information technology, tourism, and computer sciences. Similarly, girls had begun to choose careers that were traditionally popular with the boys, such as mining, land surveying, doctor, civil engineering, prison warden, journalism, electrical engineering and mechanical engineering. The strategy of the Department of Education in encouraging girls to participate in science projects seems to be working, even though it is at this stage concentrated at urban schools. The study indicated that the Department of Education needed to put more effort into career guidance in rural schools where the learners were not exposed to diverse career choices and information about technology. Learners in the urban areas seemed to be more familiar with career choices in general than the rural learners. Very few males and females intended to choose any of the many apprenticeships available in the trades, with the result that foreign people often take up the trades after following an apprenticeship. This is one of the important factors that cause xenophobia. Many of the sectors of the economy in this country are experiencing crisis. The result is that most of the economy of the country is controlled by people who have not chosen their professions with the necessary foresight and are therefore square pegs in round holes. This poses a serious challenge to the government and also to the Department of Education; they have to make learners more aware of the shortage of skills in the different sectors and prepare them to make wise career choices. As a recommendation, it is suggested that the government put more effort into assisting learners with career choices, particularly in the Black rural areas since Blacks form a two-third majority in the country. Career guidance will also stimulate and increase awareness of the professional and semi-professional careers that are available in the workplace.
The effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculum
(University of Zululand, 2012) Rankhumise, Mmushetji Petrus; Imenda, S.N.
Science students come to class with pre-instructional ideas that may influence the acquisition of science concepts. A basic assumption of the constructivist learning theory is that these pre-instructional ideas should be taken into account in constructing students' learning experiences in science classes. A number of conceptual change strategies have been studied in order to alter unscientific (also called alternative) conceptions towards the scientifically accepted conceptions. The challenging task of the science educator is to select appropriate teaching strategies and techniques that will enhance learning. This study investigated students’ alternative conceptions about electric circuits and the effect of activity-based instructional approaches in ameliorating these alternative conceptions. The approach took into account the prior beliefs of the students. A learning sequence was developed, presenting a variety of learning experiences in such a way and order that learners' alternative conceptions could progressively be changed into scientifically accepted ones. The sequence progressed from contextual to conceptual to formal activities. Co-operative learning, scientific enquiry, verbalisation and analogous reasoning techniques were used to guide learners in the acquisition of scientific concepts. The approach was based on the assertion that learners' scientific knowledge and understanding are socially constructed through talk, activity and interaction around meaningful problems and tools. vi The research population consisted of hundred (100) first-year science students enrolled at a South African university both from the NCS and the OSC (Nated 550). The test that served as pre- and post-test probed into learners' alternative conceptions about electric circuits. A theoretical framework, based on activity-theory as it is applied in a constructivist view of learning, was developed. A pre-post-test comparison group design was followed. In particular, the pre-test helped to identify alternative conceptions held by the students in the research sample. This was then followed by activity-based interventions within the pedagogical aegis of OBE with a view to alleviate the identified alternatives conceptions. These interventions were followed by a post-test in order to ascertain the effectiveness of the interventions in alleviating the identified alternative conceptions. Both quantitative and qualitative data were collected. From the quantitative data, using McNemar and “t” test, the findings showed highly statistically significant gains between the pre- and post-test scores of both the OBE and OSC groups (p < 0, 05), thus indicating the effectiveness of the intervention. The qualitative data showed that most of the alternative conceptions appeared to have been alleviated, No statistically significant difference was found between the normalised gains of OBE and OSC groups. Keywords: alternative conceptions, conceptual change, electric circuits, activity-based instructional approaches, teaching strategies, activity-theory
Professional training in mathematics education: a study of programmes, practices and prospects
(University of Zululand, 2012) Biyela, Khetha Bonginkosi; Sibaya, D.C.; Sibaya, P.T.
The present study investigates the level of mathematics content knowledge acquired by pre-service teachers at the point of exit in their training programmes. The study was conducted on mathematics pre-service teachers. The purpose of study is to determine the level of mathematics attained by the pre-service. It is surmised the level of mathematics knowledge can influence learners’ performance in mathematics. The teachers’ lack of adequate mathematics content knowledge to teach mathematics proficiently is allegedly the source of poor attainments in mathematics education. On the basis of this perception, the extent to which pre-service teachers are ready to teach must be established. It was therefore compelling to conduct the present study to find answers to the following questions: What is the level of mathematics content knowledge the pre-service teachers possess at the point of exit of their training programmes?. How does the level of mathematics content knowledge possessed by pre-service teachers influence their teaching practices? This assertion forms the basis of the aims of study. To achieve the aims of the study, a standardised Mathematics Proficiency Test was administered to a sample of final year prospective teachers from two universities in South Africa. Practice teaching assessment and the comparison of high school and teachers education syllabi was also done to achieve the aims of the study. The results revealed that very few pre-service teachers command adequate knowledge of mathematics as they exit their training programmes. The pre-service teachers’ knowledge in three sections of mathematics namely, algebra, trigonometry and geometry is the same. The study also revealed that there is no relationship between the achievements in mathematics content and achievements in teaching practice. Furthermore the study revealed that the teacher training programmes cover most of the themes that are covered by high school syllabus. The discussion of findings coupled with their implications is highlighted. The avenues for future research are indicated.
Alleviation of conceptual difficulties in grade 12 mechanics by addressing the challenges emanating from alternative conceptions
(University of Zululand, 2012) Mchunu, Stephan Paraffin; Imenda, S.N.
This study sought to determine the conceptual difficulties experienced by grade 12 physical science learners with regard to mechanics. It also sought to identify the most prevalent alternative conceptions among grade 12 physical science learners in the area of mechanics, and develop interventions to alleviate the identified conceptual difficulties and alternative conceptions. In this regard, the study compared the effectiveness of a traditional lecture, outcomes-based education (OBE) and blended instructional approaches in alleviating or overcoming the identified conceptual difficulties and alternative conceptions concerning mechanics. The aspects of Mechanics dealt with in this study were: work and energy, motion on the inclined surfaces, projectile motion, force concept, static objects and Newton’s Third Law of Motion. In addressing the above research problem, the study developed and presented a theoretical and conceptual framework derived from the review of relevant literature, in line with the research questions of the study. The conceptual framework developed was based on the constructivist views of learning. A total of one hundred and forty (140) grade 12 physical science learners from Empangeni Education District were involved in this study. The study followed the quasi-experimental non-equivalent comparison-group research design. Though quantitative in design, the study also used qualitative research methods. Thus, both quantitative and qualitative data were collected. From the quantitative data, the findings showed highly statistically significant gains between pre- and post-test scores of OBE and blended approaches in particular. The average normalised gain score concept was also used determine the most effective instructional approach. Convenience sampling was used to select participating schools. A Test in Basic Mechanics (TBM) was designed to assess the learners’ understanding of the most basic concepts in mechanics. The TBM was administered both as a pre- and post-test to the three groups (traditional, OBE and blended groups) to determine the level of experience, knowledge, pre-existing alternative conceptions, level of understanding of basic concepts and principles on mechanics topics identified at the start of the investigation. As a pre-test, the TBM was also used to identify the specific conceptual difficulties and alternative conceptions in mechanics. The identification of the conceptual difficulties and alternative conceptions after the pre-test was followed by three instructional interventions (the traditional, OBE and the blended approach). The three interventions addressed the same mechanics topics mentioned above. These interventions were then followed by post-tests to ascertain the effectiveness of the interventions in addressing the identified conceptual difficulties and alternative conceptions, as well as any conceptual difficulties and alternative conceptions which were resistant to change even after the interventions. The results revealed that the learners experienced conceptual difficulties with regard to (a) resolving the components of the weight; (b) work concept; (c) work-energy theorem application; (d) kinetic energy concept; and (e) principle of conservation of mechanical energy application. Regarding the most prevalent alternative conceptions in mechanics, learners held eight alternative conceptions related to kinematical and dynamical concepts. Alternative conceptions held by the learners in mechanics concerned the following: (a) the acceleration and velocity of projectile motion; (b) weight/mass of an object as related to Newton’s Third Law of motion; (c) force concept; (d) objects in motion; (e) static objects; (f) Newton’s Third Law of motion; (g) acceleration of projectiles; and (h) active force. The average normalised gains for the traditional, OBE and blended instructional approaches were (g) = 0,20; (g) = 0,30; and (g) = 0,60, respectively. This confirmed the statistical analysis computed using One Way Analysis of Variance (ANOVA), that the blended instructional approach was the most effective instructional approach in alleviating the conceptual difficulties and alternative conceptions in mechanics. Qualitative data showed that most of the pre-existing conceptual difficulties and alternative conceptions appeared to have been alleviated, although not completely overcome by the interventions. There were statistically significant differences that were found among the traditional, OBE and blended instructional interventions. It is therefore noted that the blended instructional approach to teaching and learning can have a significant contribution to overcoming conceptual difficulties and alternative conceptions in mechanics, and the improvement of efficiency of learning. The study concluded that conceptual difficulties and alternative conceptions in mechanics could best be alleviated using the blended approach to teaching and learning. A number of recommendations were also made. Some alternative conceptions were resistant to change in the face of the traditional lecture based teaching. This meant that a more powerful teaching technique had to be devised. Thus, physical science educators should be encouraged to use the blended approach to teaching and learning in order to accommodate all learners in a class. Blended teaching and learning is mixing of different teaching and learning environments – mainly manifested in combining face-to-face instruction with the computer mediated-instruction. In one class of learners there are different learner characteristics. Learners learn in different ways like learning through lecture (telling), discussion, problem solving, practical work, discovering, experimenting, using pictures and diagrams, videos and demonstrations.
An Investigation into assessment reform in South Africa with special reference to common task assessment
(University of Zululand, 2013) Xulu, Themba Russel; Khuzwayo, H.B.
The purpose of this study was to examine the attitude and perception of grade 9 mathematics teachers to CTA (common task assessment) 2009 as well as their understanding of the role of CTA. Six secondary schools in Pietermaritzburg area in the province of KwaZulu-Natal were selected as cases for an in-depth qualitative study. Two schools were African schools and the other three were multiracial school and one private school. Fourteen (14) teachers were interviewed and were observed teaching mathematics. The study utilised participant observation, interviews and relevant documents as source of data collection. The main finding of the study was the frustrations expressed by teachers not clearly understanding what is expected of them and also the lack of official support for meaningful implementation and general lack of teachers understanding of the role of CTAs. Most teachers raised their concerns about the lack of mathematics content in grade 9 mathematics CTAs. Most teachers raised concerns about CTAs content favouring or geared towards mathematical literacy and leaving out pure mathematics and failing to prepare learners to be competent in mathematics and failing completely to prepare learners for grade 10 pure Mathematics.
The integration of indigenous knowledge systems into the main stream senior phase Natural Science Curriculum at Uthungulu district schools
(University of Zululand, 2014) Mkhwanazi, Mhlonipheni Evans; Mncube, D.W.; Imenda, S.E.
There has recently been a renewed interest emanating from the Department of Basic Education in the inclusion of indigenous knowledge in the mainstream science curriculum. The aims and principles of the new curriculum statement seek to realign themselves with those of the Constitution of the Republic, which highlight inclusivity, valuing indigenous knowledge and the environment, and social justice for all. In an attempt to address some of the glaring fundamental oversights in the curriculum statement. To this end, the Department of Basic Education has identified indigenous knowledge that can be integrated into the science curriculum and be taught at school. The challenge that baffles many interested and affected parties in education is the absence of clear guidelines as to what aspect of IK can be integrated into the science classroom, as there was never any curriculum training for teachers in this regard. This study was conducted within the community of Emacekane in the province of KwaZulu-Natal, South Africa, to explore the feasibility of integrating indigenous knowledge within the science curriculum. The following objectives were established to answer the research questions. The first was to determine whether or not IK can be integrated within the science subjects as taught in Empangeni schools. The second was to explore whether or not effective partnerships exist between schools and the surrounding indigenous communities in the development and authentication of IK for the purposes of integration within the school curriculum. The third was to examine the contribution of socio-cultural practices towards the preservation of indigenous knowledge. The results of this study reveal that the Department of Basic Education should invest more resources and underscore the importance of extending thinking about IK-science integration beyond aspects that suit science content, to considering more fruitful and comprehensive methods of teaching and learning science, as well as their relevance to community needs.
The implementation of environmental education in the Ubombo circuit schools
(University of Zululand, 2014) Mathenjwa, Jinja Sevenias; Mncube, D.W.
The main purpose of this study was to investigate the implementation of environmental education in schools in the senior phase across the curriculum in the Ubombo circuit. The study targeted Senior Phase educators in General Education and Training because it is the last band in the senior phase where environmental education should be implemented. The study used mixed approach, a combination of both qualitative and quantitative methods. Sampling of participants was random, owing to the vastness of the circuit and schools are far from each other. The first research instruments were administered to Senior Phase educators and subject advisors to solicit their understanding of environmental education and its implementation across the curriculum in the Senior Phase. The second instruments were interview and observation, the main purpose was to collect information from environmental officers and school governing body members about their role and understanding of environmental education as well as its implementation in schools. The research results showed that environmental education was not formally implemented across the curriculum in schools in the senior phase. The research findings and existing literature shows that there are different challenges regarding the implementation of environmental education across the curriculum in schools. These challenges cut across the geographical divide. They include shortages of policy guidelines, resources, inadequate workshops, changing curriculum, attitude of educators towards the implementation of environmental education and shortage of specialist environmental educators. The research findings further revealed that educators lack content knowledge about environmental education. The general understanding is that environmental education is about plants and animals. Even district managers, circuit managers and ward managers did not understand all the dynamics of environmental education. Ezemvelo KZN Wildlife and other non-governmental environmental organisations are still conducting workshops on environmental education for schools.
Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions
(University of Zululand, 2014) Da Costa Alipio, Jaime; Sibaya, D.C.; Sibaya, P.T.
This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers’ professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers’ professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule was designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaires were then correctly analyzed. Three of four aims were connected to four hypotheses. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods has no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it.
Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions
(University of Zululand, 2014) Alipio, Jaime da Costa; Sibaya, D.C.; Sibaya, P.T.
This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule were designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaire were then correctly analyzed. Three of four aims were connected to four hypothesis. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square 11 test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods have no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it.
Education for sustainable development of medicinal plant sellers-challenges in relation to marketing, sales, storage and conservation
(University of Zululand, 2015) Ndawonde, Busisiwe Gugu; Imenda, S.N.
The purpose of this study was to introduce the concept of sustainability to medicinal plant sellers by a way of a non-formal environmental education programme. This was done for future generations to enjoy the benefits of medicinal plants whilst enhancing the livelihoods of medicinal plant sellers who depend on harvesting and selling these plants. Having realised that medicinal plant sellers were harvesting in an unsustainable manner, the researcher could not ignore this situation. There was a need to assist medicinal plant sellers to reflect on ways they conducted their businesses. The researcher deemed it necessary to alert the sellers to the necessity of harvesting plants wisely and consider future generations by taking preventive actions before many of the plants become extinct. The design of this study was a mixture of qualitative and quantitative research approaches. On one hand, the quantitative approach involved a survey using a semi-structured questionnaire, which was administered through face-to-face interviews. On the other hand, the qualitative method is by way of a case study in which data were collected through open-ended questions, focus group discussions and a workshop. The questionnaires were semi-structured. The research survey instrument served as the diagnostic tools to identify challenges that confronted the medicinal plant sellers. Information obtained through this instrument was explored in a workshop, which was designed to be an intervention programme. The programme engaged medicinal plant sellers and the researcher in discussions about sustainability of medicinal plants. The assessment of the intervention programme was carried out by means of site visit and open-ended interviews. Data were coded and grouped according to themes. They were interpreted, analysed, presented according to the set perspectives such as tabulation, graphing and direct citations from the respondents. iii The results showed that there were problems in the medicinal plant selling businesses, with regard to storing, marketing and conserving medicinal plants. Storage was problematic in the sense that some plants need to be dried out before being stored. During rainy seasons this was hard to be achieved since the drying out is done outdoors. Marketing was also problematic due to price competition among medicinal plant sellers. There was no uniformity in pricing. Another problem was lack of record keeping. There were no records of revenue and expenditure that would help determine profit margins if any. After exploring these issues in the workshop, the results from the assessment of the intervention programme showed that the medicinal plant sellers had revisited prices for their medicinal plants. Conservation was one of the areas that were explored as ways of sustaining medicinal plants. Among the conservation methods that were discussed in the study, cultivation of the medicinal plants was found to be a major challenge. The study revealed that in spite of the slow growth rates of medicinal plants, non-availability of land and irrigation problems posed as challenge of medicinal plant cultivation. The study intervened by engaging with medicinal plant sellers in discussions to start their own home gardens. The intervention programme had a way to supplying medicinal plant seedlings to the medicinal plant sellers. The sellers were also taught how to cultivate medicinal plants. The assessment of the study intervention also revealed that some of the medicinal plant sellers were not yet accustomed to methods of record keeping. Nevertheless, the intervention programme introduced methods of recording sales such as banking of revenue and keeping deposit slips. When the second phase of assessment programme was conducted, the medicinal plant sellers reported that they had adopted banking of their revenue. Banking could however; banking could not show all records, particularly expenditures. Although medicinal plant sellers were shown how to record expenditures and sales of the medicinal plant material, they had not practiced those recording techniques during the assessment of the workshop. Banking money by the medicinal plant sellers was, however, seen as a step further towards Education for Sustainable Development (ESD) of medicinal plant sellers. iv The study concludes by stating that issues of preservation and storage of medicinal plants by drying out in the sun, their packaging in plastic bags and reluctance to cultivate the plants by medicinal plants should be addressed by medicinal plant sellers. While the South African government is taking action to empower medicinal plant sellers about sustainability issues studies are required to engage communities to reflect and be actively involved in conservation of biodiversity such as medicinal plants through action research as means to sustain livelihoods of communities including medicinal plant sellers. In conclusion, the capacity building programme took place in a short time scale; based on the research findings the study makes recommendations to guide the education and sustainability of medicinal plants.
Application of geogebra on euclidean geometry in rural high schools - Grade 11 learners
(University of Zululand, 2015) Mthethwa, M.Z.; Bayaga, A.
This research aims to establish the level of students’ cognitive skills using GeoGebra, and investigates whether GeoGebra as a technological tool helps in improving poor performance in respect of Euclidean geometry or geometry of the circle. Students’ interests, in learning about circle geometry in mathematics, are also being tested. GeoGebra is an innovative, dynamic mathematics software which integrates algebra, geometry and calculus to aid students during the learning process. The specific sample in this research consists of 112 Grade 11 secondary school learners within the UMkhanyakude district, Hlabisa circuit, under the Empembeni and Ezibayeni wards. During this research, GeoGebra and the concept of circle geometry were introduced to students. Afterwards, students had to answer several geometry of the circle questions, entailing key theorems as prescribed by the National Mathematics pacesetter for Grade 11 and Grade 12. As students answered the above questions, they solved problems and conducted discussions among themselves. At the end, students were individually required to answer questionnaires which consisted of 15 closed items relating to views on GeoGebra and its impact on Euclidean geometry and mathematics, as well as three open-ended questions which asked learners about their reflections on the application of GeoGebra. The above methods provided a strong base to explore whether GeoGebra as a tool helps students in the learning process. The results showed that students endorsed the use of GeoGebra as a technological tool in the teaching of Euclidean geometry. Some students even suggested that GeoGebra be used in other mathematical topics. Students overall enjoyed the use of GeoGebra, finding it user-friendly and a highly significant learning motivator.

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