Curriculum and Instructional Studies

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    The three-dimensional approach to teaching addition and subtraction through the medium of isiZulu to adult learners in a correctional centre classroom
    (University of Zululand, 2024) Mbatha, Siphelele Trueman; Xulu, S. C. B. ; Kok, E. C. A.; Kok, P. J.
    Substandard mathematics performance in adults presents a significant educational challenge, particularly in multilingual contexts like South Africa. The aim of this study was to explore the use of Erickson and Lanning’s (2013) three-dimensional approach in developing the three-dimensions of numeracy within the context of learning addition and subtraction through the medium of isiZulu. The study was contextualized within the selected correctional centre adult mathematics classroom. The pragmatic epistemological stance was employed, and the study was framed within the QUANT-QUAL explanatory sequential mixed methods research design. The research endeavor operationalized qualitative and quantitative data to address the main research question, which is, how can the three-dimensional approach be used to teach addition and subtraction in the language of isiZulu to adult learners in a correctional centre classroom? Data, which were collected from one hundred and fifty purposively sampled adult learner-offenders through semi-structured interviews, document analysis, post-tests and pre-tests as well as written reflections, were analysed through the conceptual framework for adult mathematical learning through language. The findings revealed that isiZulu language is resourceful in actualizing the development of adult learner-offenders’ mathematics conceptual understanding. Furthermore, the study discovered that translanguaging and adult learner-offenders’ experiences are both scaffolds for synchronized advancement of the three dimensions of numeracy in isiZulu home language mathematics correctional centre classrooms. As the means towards alleviating the complexity of mathematics learning to adult learner-offenders whose home language is not English, the ILaBa-CoMaT model was developed to advance the concurrent understanding of addition and subtraction skills, facts, and concepts. The study concludes by designating the use of African indigenous languages in the teaching and learning of mathematics in adult correctional centre classrooms, thus challenging the South African curriculum and policy framework on adult education to reform the mathematics Language of Learning and Teaching.
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    Factors affecting curriculum changes in teaching and learning of Economic and Management Sciences at Man’ombe Circuit, in Limpopo Province
    (University of Zululand, 2024) Mathebula, Decorate; Khumalo, P. N.; Dlamu, N. P.
    This study investigates the factors affecting curriculum changes in teaching and learning of Economics and Management Sciences at Man’ombe Circuit in Limpopo Province. The study aim is to examine the factors that are negatively affecting curriculum changes in the teaching and learning of EMS and to determine strategies to adopt to handle these curriculum changes. Qualitative research approach and interpretivism paradigm is used. The researcher uses multi case study and the population of the study consisted of circuit manager, educators, curriculum advisor and principals. Purposive sampling techniques is utilised to select the participants and the total number of the participants are twenty. The data is collected through interviews and analyses of documents, such as learners’ profiles, educators’ profiles, EMS record sheets and EMS CAPS policy documents and the study used thematic analysis. The findings reveal that the factors negatively affecting curriculum changes in EMS are - insufficient human resources, time allocation, and language of learning and teaching together with terminologies in EMS, unavailability of teaching materials, and high workloads for educators in EMS and lack of parental support. These factors are identified by participants, such as educators, principals, circuit manager and curriculum advisor. The approaches recommended to adapt to these curriculum changes include utilization of - textbook strategy, demonstration strategy, lecture strategy, co-operative strategy, instructional media strategy, question and answer strategy, group discussion strategy, brainstorming strategy and problem-based strategy. This shows that the curriculum changes in EMS require educators to use different teaching strategies. In this context, it is recommended that the EMS curriculum - needs to be re-evaluated so that it can start from the intermediate phase; that time allocation be increased to four hours per week instead of two hours per week, since EMS is a combination of accounting, business studies and economics; that educators and learners should be motivated to produce quality results; that all schools should be allocated resources, such as learners’ textbooks and calculators on time; that the Department of Education should employ more curriculum advisors and qualified educators for EMS who would be able to use a variety of teaching strategies in order to implement the curriculum, effectively.
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    Senior phase teachers’ experiences of teaching English in a rural context: a case study of Msinga Circuit Management
    (University of Zululand, 2023) Sijiye, Knowledge; Mkhasibe, R. G.; Mncube, D. W.
    The teaching of English as a second language in bilingual or multilingual classes presents many challenges to both teachers and students. Bilingual classes are not easy to handle and sometimes it becomes very difficult for the teachers to cope with the challenges. The purpose of this study was to investigate the actual experiences and challenges encountered by the teachers of English in the rural context of the Msinga Circuit Management. Interpretivism paradigm was employed for this study. Data were collected using qualitative research methods. Three secondary schools were randomly selected from Msinga Circuit, namely Mabaso Secondary (Tugela Ferry ward), Msimbithi Secondary (Pomeroy ward) and Sakhiseni Secondary (Msinga Top ward). Data were collected through two (2) focus group discussions with teachers, in-depth interviews with 11 randomly selected teachers of English and five (5) Departmental Heads. The research findings indicated that the teachers of English experienced many challenges during the teaching of English in bilingual/multilingual classes. Learner-oriented problems observed by teachers in class were poor reading skills, speaking skills, pronunciation, not comfortable speaking in front of peers, poor foundation demonstrated through failure to grasp the basic concepts when in senior level and the lack of motivation to use English, negative attitude towards English, lack of discipline, absenteeism and late coming to school. Some learners could not read or write simple words, which made them want to use their mother tongue all the time. Teachers had to code- switch and allow the learners to use vernacular language in class for them to comprehend what was being taught. The study participants identified age as an important factor in the learning of English. Learners who were not exposed to English early in life, as they grew up, were not able to use it fluently in classes and other subjects. The home and school environments were reported to be negatively contributing to the learning of English. Most homes lacked resources like televisions, and some parents could not assist the learners with homework. There was very limited exposure to English in most homes and that negatively affected the acquisition of English by the learners. The environment in most schools was not conducive to the learning of English as resources were very limited and big classes characterized many schools. The strategies used by teachers were encouraging learners to speak and read English using debates, role-play, writing songs or poems; use of words in sentences; use of learning aids and team teaching. Teachers indicated that the strategies they used at times depended on the resources that they had at the school. Teachers tended to help each other to improve teaching methods as workshops were not well structured to cater for teachers of English, who taught bilingual classes. The study concluded that the teachers of English faced many challenges and needed assistance so that they could be equipped to teach bilingual classes in a rural context.
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    Teachers’ perspectives on how formative assessment can enhance teaching and learning in iLembe District Primary Schools
    (University of Zululand, 2023) Mthethwa, Gugulethu Octavia; Maphalala, M. C. and Olaniran, S. O.
    The study sought to understand teachers’ perceptions of how formative assessment can enhance teaching and learning in Primary schools in the iLembe District in KwaZulu Natal. The objective was to explore the nature of formative assessment practices in the schools and to relate these to teaching and learning enhancement. The study followed a qualitative approach, adopting the phenomenological research design. A qualitative research approach includes focus groups and semi-structured interviews with a purposefully selected sample of teachers; the study sheds light on the different ways that formative assessment can act as a catalyst for improvements in education. Qualitative data were collected using thematic analysis. The results show that teachers view formative assessment as an essential tool for developing methods of instruction, encouraging learners’ involvement, and creating a positive learning environment, which is rather than just a means of assessing learners' progress. Teachers emphasised the significance of continuous, interactive feedback because it helps learners see their areas of strength and growth, leading to a more tailored and flexible learning environment. Additionally, the study highlights the challenges and constraints teachers encounter when applying formative assessment into practice, such as time constraints, big class sizes, identifying learning gaps, and lack of professional development opportunities. The findings of this study revealed that teachers perceived the practice of using formative assessment to identify learning gaps as essential, mainly when used as a basis to close such gaps. The assessment was deemed capable of diagnosing weaknesses in both the subject contents and methods of teaching the subject (diagnostic teaching). The research concludes with a discussion of the implications of these findings for educational practice and policy in the iLembe District. It advocates for a more comprehensive approach to the technique to enable teachers to fully utilise formative assessment's potential to enhance teaching and learning. It emphasises the need for systemic support, including professional development and resources. This study adds to the growing discourse on improving educational quality and efficacy through accurate assessment techniques by illuminating the different perspectives of teachers. Further comparative studies across districts are needed to explore how formative assessment and their perceived effectiveness in enhancing teaching and learning vary across different districts or regions within South Africa or other countries. Also, a study on technology enhanced formative assessment is needed to examine the role of technology in supporting formative assessment practices. This could include studies on the use of educational software, Apps, and online platforms that facilitate immediate feedback and more engaging assessment methods.
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    The use of the directed reading thinking activity (DRTA) strategy by English first additional language teachers in primary schools in Nqutu Circuit
    (University of Zululand, 2023) Dludla, Sifiso; Mhlongo, H.R. and Govender, Samantha
    The teaching of reading in schools requires an understanding of the specific skills required for reading, and the use of certain strategies to inculcate these skills in learners. Given the importance of reading skills in classroom practice, this study aimed to explore the use of the Directed Reading Thinking Activity (DRTA) strategy by English First Additional Language (EFAL) teachers in developing reading for comprehension skills among Grade 6 learners in primary schools. This study sought to determine the strategies used by EFAL teachers in using DRTA, the challenges they faced in doing so, and the ways in which their use of the strategy may be improved. The researcher adopted a qualitative research approach, multiple-case design, interpretivist paradigm, and the study underpinned by social constructivism theory and conducting semi-structured interviews with 10 Grade 6 EFAL teachers from 10 primary schools in the Nquthu circuit, uMzinyathi District in KwaZulu-Natal province. In addition to interviews, non-participatory classroom observations were used to collect data. Thematic analysis of the results revealed that Grade 6 EFAL teachers adopted a variety of strategies to nurture learners’ reading for comprehension skills, but do not make optimum use of the DRTA strategy. Most teachers experienced challenges while teaching reading for comprehension skills, such as shortages of resources and teachers’ own lack of professional development. These challenges negatively affected their teaching of reading in the classroom. The study recommends that the Department of Basic Education provide regular, relevant and adequate training for EFAL teachers on pedagogical content, including the use of the DRTA strategy to enhance the effective teaching of reading skills in their classrooms. In addition, EFAL teachers should be involved in the design of curriculum content for teaching reading for comprehension. This would assist to develop the integration of the DRTA strategy into their classroom practice.