Department of Curriculum Studies

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Browsing Department of Curriculum Studies by browse.metadata.advisor "America, C. G."

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    Entrepreneurship teachers’ implementation of blended learning: case studies of three secondary schools in Namibia.
    (Stellenbosch : Stellenbosch University, 2023-03) Shifotoka, Hileni Tuyoleni; America, C. G.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The objective of this study was to determine how Entrepreneurship teachers perceive blended learning, and how they use it in their classrooms as well as the challenges, benefits, and opportunities they encountered during implementation. The literature reviewed has shown that only few studies have been conducted till today on the implementation of blended learning in most parts of Africa, particularly in Grades 8-12. The Community of Inquiry (COI) theoretical framework was used to further investigate blended learning in the context of this study. A case study qualitative research design was employed, with the sample of six entrepreneurship teachers from three high schools in Namibia's Khomas Region, Windhoek. Qualitative data were collected using three methods namely observation, semi-structured interviews, and document analysis. While the interviews were transcribed using Temi.com software, an observation method was also used purposely to obtain information on how various documents were used as well as how blended learning was incorporated into the teaching of Entrepreneurship Education. The data were analysed using content analysis. This method helped to identify similarities and differences in how teachers interpret the concept of blended learning, The findings demonstrated that blended learning as a teaching strategy has the potential to provide numerous benefits to the teaching and learning communities. The findings also revealed that the emergence of the COVID-19 lockdown has re-invigorated the use of blended learning in the Entrepreneurship classroom. Moreover, most of the teachers in most private schools had a better understanding of the concept of blended learning than many teachers in the public schools. The study recommends that more technology training or workshops are needed for teachers to improve their technology and digital skills, and to keep them updated with the use of technology relevant for implementing blended learning. The study also suggests some areas suitable for future research.
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    Peer tutoring as an intervention strategy in accounting education
    (Stellenbosch : Stellenbosch University, 2021-12) De kock, Jinnie Christina; America, C. G.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: In current times, limited accounting knowledge and understanding of accounting concepts by Grade 9 learners, as well as the number of learners choosing Accounting as a subject in Grade 10, are common and widespread. This study aimed to shed light on this occurrence and subsequently identified suitable strategies that may overcome the challenges often associated with limited knowledge and understanding. The purpose of this study was to investigate the intervention of Peer-Assisted learning (PAL) and the use of tutors in accounting. My supposition was that if PAL is facilitated, implemented, and fostered in accounting, it might just be of benefit to both teachers and learners. Therefore, when tutors are used in accounting, learners could understand accounting concepts better. This may improve their marks and make the subject more enjoyable, which can make Accounting an attractive option as a subject choice. The literature review revealed numerous factors that can influence accounting knowledge of Grade 9 learners and their attitude towards the subject. These factors include time constraints, big classes and lack of resources. The curriculum also only allows 40% of the allocated teaching time for the financial literacy part of the subject EMS. This place restrictions on the quality of interaction and feedback that teachers can offer their accounting students. From the literature review it became evident that learners learn through collaboration and from each other. I applied a mixed method research approach. The research design constituted an interactive, multiple case study in which I explored individual participants’ (learners’) experiences of taking part in a PAL programme and the effect such a programme had on their examination scores. This case study was based on several research cases (two Grade 8 and two Grade 9 groups) as they occurred at multiple research sites (each tutor had their own Google Classroom used for online lessons). Qualitative data was collected in the form of semi-structured individual interviews and a recording of the online lesson. This provided descriptions of what the Grade 8 and 9 learners expected from the intended intervention and subsequently what meaning they had from their experiences. Collecting quantitative data using a questionnaire as well as a pre- and post test (before and after the intervention) provided a numeric description of Grade 8 and 9 learners’ understanding of accounting concepts and their ability to apply these concepts before and after the Peer-Assisted Learning intervention. Quantitative data was analysed by using a computer software programme STATISTICA. For the Qualitative data, I conducted an inductive thematic analysis of my transcripts from the individual interviews and the observations. The findings of this study showed that PAL indeed enhances learners understanding of accounting concepts. As their knowledge and understanding improved, their enjoyment of the subject increased and their attitude towards accounting changed from negative to positive. This study has also shown that the use of a PAL programme led to a definite increase in academic performance of the Grade 8 and 9 Accounting learners that took part in the research and participants felt that the programme helped them to gain confidence. The study concludes that PAL is indeed a valuable intervention strategy in Accounting Education, but that the effectiveness of PAL largely depends on the commitment of the tutor and if the tutor is indeed able to share their knowledge with the tutees.