Curriculum and Instructional Studies

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A strategy to scaffold principals as instructional leaders: a case of underperforming secondary schools at Amajuba district.
(University of Zululand, 2020) Nkosi, Mfanimpela Hendry
This study aims at scaffolding secondary school principals as instructional leaders, guided by specific objectives to understand the need for a strategy to scaffold them as instructional leaders; to explore strategies to support them as instructional leaders; to investigate existing strategies supporting them as instructional leaders; to anticipate the threats to emerging strategies; and to indicate what are the best practices. Framed within critical social theory (CST), with its agenda of emancipation, empowerment, liberation and social justice, it is informed by the qualitative research method, applying participatory action research (PAR) as an approach to addresses power sharing, emancipation and working with real challenges to bring about change in the community. Participants were able to work collaboratively in finding solutions to the challenges principals encounter, with data generated through focus group discussions and subjected to critical discourse analysis (CDA). The empirical analysis, interpretation of data and discussion, and the findings resulting from interventions were conducted using CDA. In the first part reflections are made through PAR, looking at the challenges faced by principals as caused by absence of a dedicated instructional leadership team. The second part identifies the components of the solutions as strategies to be used to counteract the challenges. In conclusion, the study argues that underperformance can be undone not by an individual but rather by working as a team having a collaborative relationship, with all stakeholders engaged and able to partake in decision-making and being involved collectively. It presents a strategy that can respond to challenges faced by principals of underperforming secondary schools.
Academic performance of Grade 12 learners in accounting in the Zululand District
(University of Zululand, 2018) Sikhombo, Zonke Nonhle
The aim of the study was to investigate reasons for the poor Academic performance of Grade 12 learners in accounting in the Zululand districts. The main aim was addressed by exploring literature to gather information on perspectives on Accounting teaching and the way these problems are approached globally. A qualitative approach was used to investigate factors that affect learner’s performance. Five schools were selected in the Zululand districts. Ten teachers were interviewed. The data were analysed and findings revealed that Grade 12 learners’ performance is inadequate. In order to make a quantum leap and to arrive at creative solutions to the challenges, participants were interviewed regarding the phenomenon. The findings reveal that teachers have inadequate necessary teaching skills and that the subject is sometimes taught by teachers who do not dispose of the necessary expertise in Accounting. Schools also lack resources and economic deficits hamper quality teaching in the rural areas. The main recommendations arising from this study suggest that the Department of Basic Education should also review the time allocated per period to extend the time spent on Accounting. The focus should be also on Grade 10 and 11 Accounting learners to lay the foundation for teaching and learning Accounting in Grade 12. Accounting teachers should be provided with stronger content workshops, at least twice per term.
African female students ‘experiences of introductory accounting modules at Unizulu
(University of Zululand, 2016) Tewari, Ankur Ratnam; Bayaga, A.; Mtose, X.
Accounting is a male dominated profession historically. Females underperform and are thus dissuaded from taking up this profession. It is hence the need of the hour to understand the educational psychology of female accounting students in higher education. The current study is an attempt to understand this phenomenon and to explore this academic underperformance at UNIZULU. Both qualitative and quantitative methods were used to analyse the data. Primary data were collected from student surveys while secondary data were obtained from the Faculty of Commerce, Administration, and Law (FCAL). Both Likert scale and open-ended questionnaires were used to elicit responses of students. The underperformance of female students was tested with the other help of regression analysis using data supplied from FCAL. Of the various factors affecting underperformance of female students, the three stand-alone causes were: (1) poor command of English language, (2) poor command of Mathematics, and (3) lack of good female role models. In terms of experiences, most African female students felt that they were supported by the lecturers; lecturers were also motivators besides teachers; time management and discipline skills were needed to do well and pass the courses and the presence of female lectures provided impetus to work hard to African female students. On an average, female students underperformed by 1 to 6 percent, compared to male counterparts. The study suggests the following policy recommendations: 1.) A programme of mentorship or supplemental instruction (peer learning) is considered essential for improving subject-related and pervasive (communication and time management) skills of the students; 2.) Additional courses on English and Mathematics need to be added to improve these basic skills of the students; 3.) Enrolment of female students be increased in accounting as per the National Plan for Higher Education, South Africa (Ministry of Education, 2001); and, 4.) An increasing gender sensitive and empowerment role is to be played by the university.
Benefits of service-learning: a case of pre-service teachers at a South African university
(University of Zululand, 2023-03) Bele, Lungile Lindile Primrose
The study examined the benefits of exposing third year Bachelor of Education students to Service-Learning at a South African University. Service Learning (SL) is a practice that links community service with learning activities for the promotion of substantive learning. The aim of this study was to investigate whether third year pre-service teachers could benefit from helping first year pre-service university students acquire literacy skills through SL. The study was underpinned by the Experiential learning theory (ELT) and transformative learning theory (TLT). A qualitative research paradigm underpinned by an interpretative epistemology was used in this study. Non random sampling technique was used to select participants from the Faculty of Education at the participating institution. Data were generated by means of observing classroom activities, semi-structured and focus group interviews. Data analysis emerged with themes and sub-themes. Overall, the results revealed that apart from enhanced academic skills, the third-year students gained self-confidence and enhanced self-esteem. The study revealed that exposing students to SL made them gain academic knowledge, cognitive skills, interpersonal skills, and self-confidence as they endeavoured to put theoretical knowledge to practice. As a pedagogy, SL created an enabling environment for learners to express themselves freely – thereby creating space for the expression and consolidation of new experiences. The study recommended that there be advocacy to promote the value and benefits of SL among academic staff (the lecturers) because without their full conviction and belief in its value and benefits, both as a worthy undertaking for its own intrinsic merits and as something that has academic value for the lecturers’ own professional development, they will not find the will and energy to implement it. This could include profiling SL widely on university campuses, as an innovative pedagogy that entrenches valuable skills, values and research to students and lecturers, leading to the transformation of communities and societies.
Challenges Faced by Accounting Teachers Towards, Curriculum Implemention in a Context of Change in Schools in Umlazi District in South Africa.
(Univeristy of Zululand, 2021) Msomi, Xolisile Adelaide
This study engaged on the persistent challenges faced by teachers on Accounting curriculum implementation due to the ever-evolving curriculum since the introduction of a democratic state in South Africa. This study ought to achieve the following objectives: (a) to determine the challenges of implementing the Accounting curriculum in high schools in Umlazi district; (b) to investigate teaching methods and strategies used by Accounting teachers in implementing curriculum; (c) to develop a teaching model that may be used to improve the implementation of the Accounting curriculum. Furthermore, this study was underpinned by Piaget’s theory of cognitive development (1927), transformation theory by Dirac (1936) and Maslow’s theory of motivation (1943). The study adopted a qualitative case study design within an interpretivist paradigm. Through purposive sampling, seventeen Accounting teachers and five principals were selected from seventeen township schools which represented (10%) of schools offering Accounting in Umlazi District. Semi-structured interviews and document analysis were used to collect data. Data was analysed using thematic content analysis which is mostly used in qualitative research studies. The findings revealed that many Accounting teachers have not adapted to the pedagogical content of the new curriculum due to the numerous fundamental challenges. The study revealed these challenges to be: consequence of lack of supervision by the school management team (SMT) and subject advisors. The study recommended amongst others, that the department of education to consider reviewing Curriculum and Assessment Policy Statement (CAPS) with regards to Economic and Management Sciences (EMS) in General Education and Training (GET) phase and make Accounting a stand-alone subject; the department of basic education to work in collaboration with the department of higher education to review Accounting and Mathematics as subject combinations into Accounting and Mathematical Literacy; Accounting textbooks to be reviewed and present content that is in line with Accounting developments and technology in the real world. Keywords: Curriculum Change, curriculum implementation, transformation.
The challenges facing the technical and vocational Education and Training (TVET) Curriculum in addressing the skills shortage gap in the rural areas of Northern KwaZulu-Natal
(University of Zululand, 2021) Lutaaya, Jackson
The main aim of the study was to investigate the challenges facing the TVET curriculum in addressing the skills shortage gap in the rural areas of Northern Kwa Zulu Natal. The objectives of the study were; (a) to explore the TVET curriculum in an attempt to address the skills shortage gap in the rural areas of Northern Kwa Zulu Natal, (b) to investigate the challenges facing the TVET curriculum in addressing the skills shortage gap in the rural areas of Northern Kwa-Zulu Natal, (c) to determine possible alternative ways for the TVET curriculum to address the skills shortage gap in the rural areas of Northern Kwa-Zulu Natal. Accordingly, this study employed the human capital theory its theoretical framework, while relating the literature to the theory. To achieve the study objectives, the researcher employed post-positivism as well as the relevant paradigms using a convergent parallel mixed-methods design. In addition, quantitative data analysis was used to quantify the phenomena and to analyse patterns and trends. Furthermore, qualitative thematic data analysis was used to group similar themes. These two approaches were used concurrently; hence, this study was a convergent parallel study in which the findings from the two approaches were compared, and the results were related to each other. One hundred and twenty (120) lecturers responded to the questionnaire and six campus senior personnel, in their respective portfolios, participated in the in-depth interviews. The findings identified a lack of trained lecturers, the poor design of the TVET curriculum, curriculum fragmentation, weak institutional structures and poor infrastructure. The findings also noted the poor funding norms, poor policy frameworks, lack of active support by the stakeholders as well as a poor relationship with the TVET partners. Furthermore, poor technological advancement, the nature of the students enrolled, the misappropriation of the curriculum, poor programme design and inadequate student guidance and counselling were also identified in the findings. There is need for the stake holders of the TVET sector to take a centre stage in skills development through education and training via vocational studies.
The challenges of curriculum changes in teaching economic and management sciences in schools in the Umhlathuze circuit
(University of Zululand, 2018) Mabusela, Sabelo Petros; Mabusela, M.S.
This study sets out to investigate the teaching of Economic and Management Sciences (EMS) as a subject in the context of curriculum change. The main aim of this study is to identify the challenges teachers face in teaching EMS, determine the suitable teaching strategies to be used to teach EMS and explore the effect of curriculum change in teaching EMS in schools at Umhlathuze Circuit. This study is located within the interpretivist-positivist paradigm and falls within mixed method research approaches. The research instruments used were questionnaires administered to EMS teachers, interviews, learner activities and teacher portfolios. The results show that EMS teachers are facing challenges with regards to the integrated teaching of Accounting, Business Studies and Economics. The results of the study reveal that EMS teachers are still teaching more of Business Studies and Economics while sacrificing the Accounting content. The time allocated to teach EMS is not enough which causes teachers to focus on curriculum coverage rather than ensuring that learners master the content taught. The shortage of textbooks and calculators was also identified as a major challenge in many schools. Many EMS teachers are either trained for at least a combination of two disciplines in EMS. Even the Heads of department are not fully equipped in all three disciplines within the EMS. It is recommended that time allocation for EMS be reviewed. There is a need for sufficient resources in schools to ensure effective teaching and learning. EMS teachers should be able to teach all three disciplines within the EMS effectively. There is also a need for teacher training and development. Teachers should use a variety of teaching strategies and should adapt their teaching practice as a result of curriculum change. Accounting within the EMS should be a stand-alone subject.
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.
Compliance of technical and vocational education and training colleges’ curriculum implementation with the national strategy and policy
(University of Zululand, 2017) Ngubane, Phiwokuhle Bongiwe; Mncube, D.W; Mabusela, M.S
The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes were earmarked for the study, as its curriculum covers the workplace-based education (WBE) component. This study used purposive sampling to identify the sample size of 21, which comprised of two campus managers, six senior lecturers and thirteen WBE champions. Qualitative and quantitative approaches were employed in the study. The findings of this study reveal that the college management do not give necessary support to the implementers on the ground to carry out the WBE programme. It was also discovered that the college management seem not to understand their role in ensuring compliance with regard to the WBE implementation. It was evident that, there is a need not only to maintain strong ties with existing host employers, but also to ensure that new host employers are recruited to help address the shortage of them. It was evident from the findings that a number of respondents were not aware of the policies guiding the implementation of WBE. The results indicate that there is no regular training provided for implementers of WBE, such as the WBE champions. There is no clearness in the way the WBE budget is administered, and no proper planning of the budget (which is not administered on sites, but controlled centrally), and no workable plan in place to manage finances. The study recommends that there should be a clear vision for the implementation of WBE, and that vision should be clearly communicated to all role players to ensure effective implementation of the programme.
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;
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
Curriculum assessment policy statement support programme for Vhembe rural- based primary schools educators
(University of Zululand, 2018) Tshidaho, Manyage
The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken.
A curriculum differentiation model to meet the needs of Grade 4 English learners in selected primary schools in Endumeni Circuit
(University of Zululand, 2021) Shozi, Nonhlanhla Gugulethu
The aim of the study was to design a curriculum differentiation model to meet the needs of English grade 4 learners in selected primary schools on the Endumeni Circuit. There is a transitional challenge for learners in terms if language of learning and teaching from the foundation phase to the intermediate phase. Learners are operating in different conceptualisation stages of understanding English as a language of learning and teaching (LOLT), and as a subject. Curriculum differentiation in Grade 4 gives options for individual learners to learn as thoroughly and swiftly as possible, without assuming that one learner's learning path is the same as anybody else's (Tomlinson, 2014). The conceptual framework guiding this study was Critical Pedagogy (CP). CP framing appeals to teachers to reflect about how school practices connect to those in a macro socio level, how classrooms are organised into communities of practice, and what kinds of participation are made accessible to all learners (Abraham, 2015). This conceptual framework was relevant because it advocates that teachers have to make it easier for learners to construct knowledge and use it in a variety of settings to foster self-motivated life interpretations with the objective of changing the status quo (Abraham, 2014). The Transformative Paradigm was the paradigm used in this research. The transformational paradigm aligns well with the ideas of the Brazilian educator, Paulo Freire, and his dialogical conscientisation model. The study further employed participatory action learning action research (PALAR) as its research approach. The democratic aspect of PALAR encouraged participants to engage in critical, collaborative thought, which included questioning established educational assumptions and exploring new approaches to curriculum differentiation in grade 4 English classes. Engagement through PALAR aimed to contribute to a better understanding of what kind of resources, curriculum differentiation knowledge and action is needed to achieve practical inclusive classrooms, improvement for social justice, transformation, and sustainable change. Thematic analysis was used to analyse data. Thematic analysis helped the researcher to pinpoint the links between concepts and to compare them to replicated evidence (Clarke and Braun, 2014).
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.
Curriculum management in improving learners’ performance: a case in uMhlathuze circuit
(2021) Mpungose, Zanele Carol
The aim of this study was to explore the experiences and views of educators with regard to curriculum management for improving learners’ performance in primary schools. The specific objectives of the study were: to explore how curriculum management can improve learners’ performance in primary schools in uMhlathuze Circuit; to determine how curriculum management affects learners’ performance in uMhlathuze Circuit; to investigate curriculum management challenges faced by educators in uMhlathuze Circuit; and to design a model for curriculum management that may be used to improve learner performance in primary schools. The study employed a qualitative approach and case study design, and was conducted among Intermediate Phase (Grades 4-6) teachers, where levels of learner performance ranged from 0-29% (very poor) to 80-100% (outstanding performance). Data about educators’ challenges was obtained through the use of unstructured interviews and document analysis. A sample of ten educators and five HoDs from five schools in the circuit were purposively selected. The findings revealed that while these educators enjoy teaching and helping their learners improve performance, many challenges affect learner performance; amongst these are lack of teacher involvement in curriculum management. The study recommends that teachers be drawn into curriculum management processes, since teachers know a lot about learners and are well placed to manage the curriculum while bearing in mind the real needs of learners. It is likely that through involving teachers in the management of the curriculum, various other challenges would be minimised. Teachers are champions in the teaching and learning process, and understand the dynamics of learners’ learning. They are therefore in an ideal position to contribute meaningfully to curriculum management.
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.
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.
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.
Economics teachers’ perspectives on in-service professional development in South Africa and Nigeria
(University of Zululand, 2019) Ajani, Oluwatoyin Ayodele
This mixed method study explored Economics teachers’ perspectives on in-service professional development in South Africa and Nigeria. The aims of the study were to explore teachers’ views on how they were in-serviced, their needed professional development, how these needs were met and the existing quality and nature of in-service professional development in South Africa and Nigeria. Theories of andragogy and experientialism underpinned this study. Existing related literature on professional development across the globe, South Africa and Nigeria were extensively reviewed. Data for this study were constructed and collected through questionnaires, semi-structured interviews and focus group interviews. Eighty teachers were respondents to the questionnaire, six Heads of Departments for semi-structured interviews and 10 teachers for focus group interviews. Data analysis, interpretation and discussions were guided by mixed method and an interpretive paradigm that values the objective understanding of the teachers’ views. Findings revealed that despite the significant of professional development activities in enhancing classroom practices as established in both countries, the regular and timely participation of teachers in these IPD was not frequently adequate. Findings also showed that participation of teachers in various IPD activities; promote teachers’ creativity in the design and use of teaching and learning support materials (TLSM) in their classroom practices. It was also revealed that the contents of the IPD did not focus on classroom needs of the teachers sometimes, while the teachers were not adequately and equally supported by the School Management Teams to attend IPD activities regularly, as well as lack of adequate support towards teaching and learning from some SMTs. The study also indicated inappropriate timing for teachers’ participation in IPD activities, inadequate teaching and learning resources, lack of ICT based training/activities and lack of adequate follow-up on teachers’ implementation of IPD in their classroom practices as some of the challenges of teachers’ in-service professional development in both countries. The findings revealed that teachers preferred in-service professional development activities that will not disrupt their teaching schedules, preferably at the beginning or end of every term. The study confirms that there were inadequate professional development activities for teachers to enhance their classroom practices in South Africa and Nigeria. vii The study therefore recommended that assessment of teachers should be done to determine needed professional development activities of teachers, adequate feedback mechanism should be devised to follow-up and support teachers on in-service professional development activities, while the School Management Team should support teaching and learning in schools adequately. The study also recommended that teachers should be supported to participate regularly in appropriate professional development activities, this will ensure repackage of IPD structures where teachers will be involved in the planning of curriculum contents of their IPD based on the assessment of their classroom/professional needs. Increase in the frequencies of teachers’ attendance in various IPD activities, as well as proper monitoring for feedbacks on teachers’ classroom practices, to ensure classroom implementation of IPD knowledge and benefits was also recommended. Conclusively, for effective in-service professional development in schools, the study recommended learner-centred teachers’ professional development (LTPM) model; a systematic approach-model which can improve teachers’ classroom practices.

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