Masters Degrees (Curriculum Studies)

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Aanpassing van wiskunde-onderrigpraktyk vir die integrasie van getalbegrip, wiskundige bewerkings en probleemoplossing vir verstandelik erg gestremde leerders
(2023-03 ) Cloete, Jevonn; Lampen, Erna; Basson, Magdalene; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: This study examines the mathematics teaching practice of severely intellectually disabled (SID) learners in the integration of mathematical operations, problem solving and number sense. The study was carried out in a special school for SID learners. Based on the data generated, a teaching intervention was designed and implemented. This investigation was undertaken against the background of a lack of methodological guidelines for the teaching of mathematical operations, problem solving and number sense in the new adapted curriculum for SID learners. Five other mathematics educators in the research school indicated that their choice of learning tasks only included number facts and arithmetic fluency. The methodological decisions of these educators also often seem to be influenced by the learners' need for individualised teaching. This realisation highlighted the need for alternative teaching to SID learners. The lived experiences of the ten learners involved in the investigation were subsequently included in mathematical problems to design context-rich tasks. This study followed a qualitative research approach. Empirical data were generated through action research which included three cycles. The research design and methodology are therefore based on the principles of action research. The data were collected in the following ways: semi-structured focus group interviews with five mathematics educators, two mathematics specialists and ten learners as well as field notes, a literature review, learner's written work and learner drawings. A literature review was conducted to obtain an educational approach as well as a theoretical framework for the study. This study is informed by the social constructivist framework of Vygotsky (1978) as an educational approach. Vygotsky's theory described the importance of social interactions. The problem-centred mathematics teaching approach of Murray, Olivier and Human (1998) in collaboration with the Stages of Early Computational Knowledge Framework of Wright (2006) were used as theoretical underpinnings for the partial planning of mathematics tasks for the teaching intervention. The study's findings were weighed against the main research as background. Three sub-research questions were used to answer the main research question. These questions brought forth findings that indicate which mathematical problem types, real-life contexts and teaching strategies can be developed in learning experiences for SID learners to intentionally integrate number sense and mathematical operations. The teaching intervention suggested adjustments to my teaching intervention and will continue to be used to adjust my mathematics teaching practice.
Die aanwending van 'n rekenaarsentrum ter bevordering van rekenaargeletterdheid in die primere skool
(Stellenbosch : Stellenbosch University, 1995-03) Arangies, H. L. (Hendrickus Lourens); Blanckenberg, J. M.; Stellenbosch University. Faculty of Education. Department of Educational Psychology.
AFRIKANSE OPSOMMING: Die rekenaar is 'n instrument wat stelselmatig besig is om 'n groter invloed op die lewe van elke mens uit te oefen. Waar sommige nog 'n vrees daarvoor het, is dit so 'n kragtige hulpmiddel dat opvoeders dit nie meer uit die skole kan hou nie. Soos elke ander nuwe onderwerp in die onderwys word die rol en plek van die rekenaar 'n strydpunt wat deur baie beredeneer word. Daar is diegene wat glo dat die koste daaraan verbonde nie die aankoop van rekenaars vir skole regverdig nie. Ander sien weer die rekenaar as 'n ekstra vak wat tot die kurrikulum toegevoeg word en oorbeklemtoon die gebruik en aanwending van die rekenaar. Die werkstuk kyk na die rol van die rekenaar ten einde rekenaargeletterdheid ender leerlinge te bewerkstellig. Dit word deurgaans egter beklemtoon dat rekenaargeletterdheid onder leerlinge bloot 'n middel tot 'n doel is. Daar sal verwys word na die eintlike rol van die rekenaar in die skool, naamlik die van 'n hulpmiddel vir probleemoplossing en toepassingsoefeninge. Die grootste gedeelte van die mensdom is bloot eindgebruikers van die rekenaar en as opvoeders is dit ons plig om hulle daarvoor voor te berei. Tesame hiermee ontwikkel die rekenaartegnologie teen so 'n snelle pas, dat die onderwyser nooit kan terugsit en dink dat sy werk afgehandel is nie. Dit is daarom noodsaaklik dat daar in die onderwys mense sal wees wat op die voorpunt van die tegnologiese verandering sal wees sodat die leerlinge die voordeel uit hierdie tegnologie sal trek. Dit is jammer dat hierdie onderwerp direk gekoppel is aan die beskikbaarheid van geld. Dit is sonder twyfel so dat Suid-Afrikaanse skole in die nabye toekoms baie deeglik sal moet besin oor die aanwending van fondse ten einde onderwys van 'n hoe standaard daar te stel. In hierdie proses is die integrering van die rekenaar ongelukkig een van die belangrike fasette wat moontlik in die slag sal bly weens meer primere behoeftes van die leerlingkorps van Suid-Afrika.
Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology
(Stellenbosch : Stellenbosch University, 2014-04) Bester, Marianne; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.
An action research inquiry into outcomes-based education and training in an adult learning environment at the Forensic Science Laboratory
(Stellenbosch : Stellenbosch University, 2007-03) Naidoo, Jason; Kapp, C. A.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service (SAPS). The Questioned Document Unit (QDU) is a section within the FSL. It has been practice in the QDU to recruit members of the SAPS for training as Questioned Document Examiners within the FSL. Although the SAPS has a policy on education, training and development, it is not applied. Even after the establishment of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of the FSL continued their training practices at the workplace outside the outcomes-based paradigm. As part of standard practice, the FSL has taken content experts (forensic analysts) and turned them into trainers. These forensic experts had no training qualifications and little or no facilitation skills. Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequate or non-existent. This shortcoming has influenced the quality of learning in this environment. In 2004 the Forensic Science Laboratory began to give some members an opportunity to be trained as trainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally, learners have had to endure a frustrating period of more than four years of internal training before being certified as competent to act as examiners. Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel still occupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) in the FSL, the tendency is that white personnel hold senior positions and black personnel are juniors. There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment at the QDU there have been obvious problems, namely – 􀂾�� poor practice of OBE and adult learning; 􀂾�� relationship problems between trainer and learners; 􀂾�� distrust and a lack of communication and dialogue between trainer and learners; and 􀂾�� underlying racial tension. The action research process on which we (the learners, training manager and I) embarked was aimed at – 􀂾�� opening dialogue/communication between the training manager and learners; 􀂾�� increasing learner participation in the process; and 􀂾�� providing the opportunity for both the learners and the training manager to increase their knowledge of adult learning and OBE. We hoped that by making the entire action research process transparent we could create a platform for the learners and the training manager to build relationships in order to bring about an improvement in learning practice. We used an action research process that included participation by both the learners and the training manager. Change occurs within the action component of the action research process, while the research component is meant to generate knowledge. We used a cyclic method that entailed stages of planning, action, observation and reflection. Continuity was achieved by the reflection stage of one cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptions that adult learners want to participate, be involved in decision-making, and learn by doing. It has also shown that they are critically aware. The learning practice at the QDU has improved. The action research process that took place at the unit can serve as a powerful case study for trainers who endeavour to improve practice in other environments.
Adapting instruction to meet the individual needs of foundation phase readers and writers
(Stellenbosch : University of Stellenbosch, 2011-03) Swart, Marika; Nathanson, Renee Riette; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the use of isolated item-based literacy teaching methods. However, the low literacy levels in the Western Cape primary grades do not indicate successful literacy learning. Therefore, this study seeks to implement alternative approaches to fostering literacy comprehension, such as socio-cognitive processing and constructivist approaches, which are more in line with current research than the traditional items based models of literacy instruction. The alternative, research-based methods were explored through the implementation of an individualized contingent literacy intervention with emergent literacy learners. The intervention took shape as a comparison between low progress learners, who participated in the literacy intervention lessons, and average progress learners, who did not participate in the literacy intervention lessons. The aim was to accelerate the low progress learners’ literacy learning so that they could reach the average-band performance of their classmates after 12 weeks in the intervention. Data were gathered by means of observations of learners and a Grade one teacher, an interview with the teacher and assessment results obtained in a pre-mid-post-test design. In order to triangulate the results of the intervention, both qualitative data and quantitative data were obtained and discussed. Based on qualitative data, the intervention lessons proved to be successful, because observations indicated positive change in the low progress learners’ reading and writing behaviours. Given the small sample size, the overall trend in the quantitative data supported the value of the intervention and indicated a need for extending the research beyond a pilot study. Further research using larger sample sizes is thus recommended. More research is also needed to obtain data on research-based interventions that are flexible enough to meet the diverse needs of learners from different cultural backgrounds.
Addressing the needs of commuter students : an evaluation of the amamaties hub at Stellenbosch University
(Stellenbosch : Stellenbosch University, 2018-03) Van Zyl, Benita; Fourie-Malherbe, M.; Dunn-Coetzee, M.; Stellenbosch University. Faculty of Education. Curriculum Studies.
ENGLISH SUMMARY : Massification of higher education has led to increasing numbers of a diversity of students entering universities. At the same time financial constraints prohibit higher education institutions from providing sufficient student accommodation on campus. This results in growing numbers of commuter students with different needs and challenges. The residential education (ResEd) and cluster initiative at Stellenbosch University (SU) aim to address the needs of commuter students by providing a physical on-campus space (hub) for commuter students and by granting access for them to common areas in residence dining halls and study areas. The hub and cluster initiative aims to promote commuter student success and to enhance the social interaction among residential and commuter students in the co-curricular environment. It further seeks to create integrated learning communities that are commuter-friendly and promote active and collaborative academic and social activities outside the classroom. This initiative was implemented in 2008, and has not been evaluated before. This study used program evaluation to gain a better understanding of the cluster initiative and hub, and the extent to which it actually addresses the needs of commuter students. The following outcomes of the Logic Model were evaluated: to create spaces which would address the basic needs of commuter students (in terms of safety, meals, rest and relaxation); to create opportunities within the cluster for commuter and residence students to participate in learning communities (i.e. attend mentor and/or tutor sessions and form study groups); to make campus life more welcoming by creating spaces and opportunities where diverse commuter and residence students can socialize in the same community; to enhance the academic experience and academic success, especially that of commuter students. All the commuter and residential students in the amaMaties cluster during 2014 and 2015 were asked to participate in the study. A self-generated questionnaire was used for an electronic survey among the research participants. The questionnaire was completed by 331 students, of whom 126 were commuter students and 205 were residential students. Some of the findings of the study included that significant interaction between commuter and residential respondents occurred in the learning community of the hub, and although a gradual improvement of average percentages of commuter students occurred, graduation rates of residential students still exceeded those of commuter students, especially in the case of black and coloured students who live in residences. This study found that the hub and cluster contributed firstly to the positive experience and sense of belonging of commuter students. Secondly, it contributed to the spontaneous interaction across race and gender differences among commuter and residential students. Thirdly, an unexpected change in behaviour of residential students to open up previously exclusive spaces in residences occurred. Fourthly, both commuter and residential students experienced the space as a learning community that enhanced their student experience, and lastly the study provides guidelines to student affairs practitioners at other South African universities on how to better integrate commuter and residential students, leading to a stronger sense of belonging among commuter students.
Afrikaanse literatuur en die jong volwassene
(Stellenbosch : Stellenbosch University, 2002-03) Swanepoel, Celeste; Combrink, L. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: There is a sharp decrease in the reading habits of learners in the senior secondary school phase. Interest in Afrikaans literature is decreasing amongst both high school learners and the broader public. From an early age, readers prefer to read English. This thesis examines the reading culture of young adults. The literature study takes a look at the nature and the extent of young adult literature, with specific focus on the characteristics unique to young adult literature, the value of young adult literature and the role played by popular literature. The reading world of young adults is examined with reference to their reading habits, reading preferences and the reasons why they do not read. The factors that playa role in the reading habits of this target group are also discussed. This includes reading needs, disinclination to read, eagerness to read, reader guidance, the library, parents, the peer group, free time, age, the media, the cover, the title, the author, cost of books, literature education, the availability and obtainability of books, gender, reading pleasure, socially disadvantaged communities, culture and geographical position. The questionnaire involved 308 16- and 17-year-old young adults and focused on their reading habits, reading milieu, free time expenditure, language and book preferences and aversions. The reading habits are analysed on the basis of criteria such as how often the respondents read books, how many books they had read in the previous month and how often they visit the library. The reading milieu refers to the book, newspaper and magazine reading habits of the parents of the respondents and to the visits to the library by the respondents in their earlier youth. The role of variables such as gender, geographic position and population group is also examined. The results of the questionnaire examination confirm the hypotheses stated in this study: There is not an established reading culture among Afrikaans-speaking young adults (16- and 17 year aids). Afrikaans-speaking young adults prefer to rather read English than to read Afrikaans. In conclusion, a summary of proposals is provided that, if implemented successfully, could promote the reading habit and establish a positive attitude towards Afrikaans literature. There is a specific look at proposals with regard to literature education, the role that is played by libraries, parents, authors and the peer group, as well as marketing, book sales and projects that promote the culture of reading.
Aligning the clinical assessment practices with the assessment practices
(Stellenbosch : Stellenbosch University, 2011-12) Maart, Ronel; Bitzer, Eli; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark.
An analysis of the tourism curriculum at Boland College : what the tourism industry in Stellenbosch requires from entry level college employees
(Stellenbosch : Stellenbosch University, 2013-12) Swart, Claudia; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies
ENGLISH ABSTRACT: Students graduate from Boland College after obtaining the National Certificates N4 – N6 in Tourism. I have been working at Boland College Stellenbosch Campus as a tourism lecturer for 12 years and over the past few years I have found that students have been struggling to find employment in the tourism industry on completion of their studies. The national tourism curriculum offered at FET colleges was implemented in 1995 with the last renewal in 2001 for selected subjects. The tourism industry, however, is a vibrant, ever-changing industry which stands in direct contrast with a static, needs-insensitive and unchanging curriculum. The aim of this study was to establish in which respects the current national tourism curriculum corresponds, or does not correspond, with what the tourism industry in Stellenbosch requires from entry-level employees in terms of expected skills, knowledge and attitudes. Qualitative methods were used to generate data from employers representing the tourism industry in Stellenbosch, graduates and lecturers from Boland College. Research participants were interviewed using semi-structured interviews. The data was analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spread sheet analysis. The results revealed specific areas where the current national tourism curriculum does not correspond with the expectations and needs that the tourism industry in Stellenbosch has from entry-level employees in terms of expected skills, knowledge and attitudes.
The applicability of international benchmarks to an internet-based distance education programme at the University of Stellenbosch
(Stellenbosch : Stellenbosch University, 2001-03) Herman, Nicoline; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The publication of the Report of the National Commission on Higher Education (NCHE) in 1996, the White Paper on Higher Education (1997) and the Size and Shape Report (2000) has profoundly changed the landscape of Higher Education in South Africa. Institutions of Higher Education have to re-think, among others, their teaching and learning strategies including the integration and use of technology. Although the use of technology in higher education is still in the early stages, the use of Information and Communication Technologies (ICTs) is growing rapidly. The University of Stellenbosch started to integrate the Internet in their teaching in 1998. Research was undertaken to find a suitable on-line course management system and Web Course Tools (WebCT) was chosen for this purpose. Since it was implemented, the use of WebCT has grown exponentially, although in most cases only as an add-on to classroom lectures. The World Health Organisation (WHO) Mental Health Disorders in Primary Care programme was the first programme developed as a full distance education course, delivered completely by means of WebCT and making use of the team approach to programme development. This programme was therefore chosen as the case study for this research. The purpose of this study is to apply 24 internationally developed benchmarks for quality on-line distance education to the WebCT component of the WHO programme in order to determine the applicability of these benchmarks for World Wide Web (WWW) programmes at the University of Stellenbosch. The research strategy for this study is a qualitative case study. Qualitative data was obtained by conducting semi-structured interviews with the individuals involved in the design, development and implementation of the WHO course. The study concludes that the 24 benchmarks cannot be applied to the current University of Stellenbosch context. The systems at the US will either have to be adapted, or established to meet the requirements of the international benchmarks. Another option for the US could be to develop their own benchmarks, taking international guidelines into account.
The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree
(Stellenbosch : Stellenbosch University, 2018-03) Kruger, Catharina Elizabeth; Frick, Beatrice Liezel; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH SUMMARY: In South Africa, student achievement is paramount in maintaining standards set by institutions for higher education qualifications within higher education. Moreover, student achievement is emphasised. Higher education institutions thus launch initiatives that may positively influence learning and achievement. Students’ potential for achievement could potentially be negatively influenced due to a lack of mental dexterity. A whole-brain teaching and learning approach is one way of developing mental dexterity. Therefore, this study set out to determine how, if at all, the whole-brain teaching and learning approach was applied to the design of learning activities within the main discipline of Business Administration and Management (General) within the Bachelor of Commerce (BCom) degree offered by a private higher education institution (PHEI) in South Africa. Within the interpretivist paradigm, this study provided an insider perspective on the approach to learning-activity design through a case-study methodology, by means of document analysis of selected modules within the Business Administration and Management (General) discipline associated with the Bachelor of Commerce degree, and the interpretation of purposively chosen participants’ interviews and class observations. The data sets included the online learning material of the selected modules, digitally voice-recorded semi-structured interviews, and observations of class lectures, transcribed and interpreted by means of a conceptual framework. The conceptual framework, based on the delineated related literature illuminated the themes that allowed for the categorisation thereof using the Herrmann Whole Brain Teaching and Learning Model and the Herrmann Brain Dominance Instrument as organising tools. The data demonstrated that teaching and learning elements within the online learning material and learning activities, and the theories of learning participants subscribe to, could be linked to the Herrmann Whole Brain Teaching and Learning Model. The results showed progress towards an application of whole-brain teaching and learning; however, these were not conclusive. The small sample size and disciplinary delimitations in this study precludes any claim that the conclusions refer to all learning activities designed for all modules offered at the PHEI. Regarding the broader significance of this case study, there is still a great deal to be done to ensure the application of a whole-brain teaching and learning approach to learning activity design in the Bachelor of Commerce degree. This study therefore only serves as a point of departure in addressing the learning activity design of modules within the Bachelor of Commerce degree providing the PHEI with information that could inform future interventions that aim to address concerns around student achievement.
Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase
(Stellenbosch : University of Stellenbosch, 2010-12) Hendricks, Marjorie Angelene; Beets, Peter; America, Carina Georgina; University of Stellenbosch. Faculty of Education. Department of Curriculum Studies.
AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder.
The assessment of a rural community's needs and expectations regarding a community association
(Stellenbosch : Stellenbosch University, 2005-04) Coetzee, Ilse-Marí; Van der Merwe, M. E.; Botha, M. J.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Community associations and community centres have become a common phenomenon throughout South Africa. The aims of these associations and centres are closely linked to community development. Research has found that activities related to development programmes at such centres come to an end when facilitators hand the programmes over to the community. This was indeed the case at the Darling Focus Association and Centre in Darling. A possible reason for this was that the community's needs and expectations were not being met. The purpose of this study was to establish whether this Community Association and the services, activities and programmes presented at the Centre meet the needs and expectations of the rural community. A literature review was undertaken to present an in-depth look into the body of knowledge surrounding the study. Rural community development and the notion of rural community were discussed, since they create the context in which community associations and community centres function. Special attention was given to the revision of literature on the purposes and functions of community associations and centres. The concepts of community needs and community expectations were reviewed. The literature review concluded with a reference to the sustainability of activities following on training and development programmes based on community needs. The geographically demarcated area of the study was the rural town of Darling, as well as the Darling Focus Association and Centre. A context analysis was done and documents were analysed to gain knowledge of the functioning of the Association and the Centre. The activities, services and programmes offered by the Association at the Centre were established. A survey was undertaken among the Darling community, the members of the management committee of the Darling Focus Association and the participants in activities at the Darling Focus Centre. Samples were selected from these three groups, after which three different questionnaires were designed and tested and finally administered to the three groups. Statistical analysis was carried out on the data gathered during the community survey, and frequency tables and cross-tabulations were constructed. Data gathered from the management and participant surveys was analysed and described using frequency tables. The analysis showed that the community, the members of the management committee and the participants in activities at the Centre had different viewpoints on the functioning of the Association and the Centre. The community survey also revealed the needs of the community for certain activities, services and programmes, as well as their expectations of the Association. Comparisons were made between the needs of the community and the activities, services and programmes offered by the Association. The expectations and viewpoints of the community were also compared with the viewpoints of the management committee members and the participants. The conclusions of the study indicated that the activities, services and programmes offered by the Association at the Centre did not meet the needs of the community, and shortcomings were identified. The viewpoints of the management committee and the participants in activities did not comply with the expectations and viewpoints of the community. It is argued that this might be the reason for the low sustainability of activities, services and programmes of the Association. Recommendations are made to the Association to increase participation within the community and to address the community's needs in order to improve the sustainability of the activities, services and programmes of the Association.
An assessment of readiness for self-directed learning of diploma students in a South African Technikon
(Stellenbosch : Stellenbosch University, 2004-12) Chipeya, Nyamutowa Lucky Rachel; Kapp, C. A.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Self-directed learning is a teaching and learning strategy considered important in fostering lifelong learning. Students take responsibility for their own learning with or without the help of others. It is expected of higher education institutions to prepare students for the dynamic world of work so that graduates are multi-skilled individuals capable of working and the same time be lifelong learners. The aim of this study was to assess the readiness to engage in self-directed learning of radiography diploma students at the Technikon Witwatersrand. Assessing the students' readiness to engage in self-directed learning is the first step in the planning and implementation of self-directed learning. The Self-Directed Learning Readiness Scale was the instrument used to assess the students' readiness to engage in self-directed learning. The instrument is widely used to assess students' perceived attitudes towards self-directed learning. The scale was administered to a total of 133 students registered for the National Diploma Radiography: Diagnostics at the Technikon Witwatersrand in the year 2003. Of the 133 students, 51, 36 and 46 were in first, second and third year respectively. Data analysis revealed that the first year students' mean score on self-directed learning readiness was relatively higher than those of second and third year students. Assessment practices and prior exposures to self-directed teaching principles were identified as factors that had an influence on how the students perceived themselves to be ready to be self-directed. Results obtained from this study provide valuable information for the Department of Radiography at the Technikon Witwatersrand and any other institution in the preparation, implementation and conceptualization of self-directed learning as a teaching and learning strategy. Recommendations were that lecturers should assume self-directed learning approaches to the first year students from the onset while gradually introducing self-directed learning strategies to the second and third year students.
An assessment of the home management training needs of domestic workers in selected regions of the Ethekwini Municipal Area
(Stellenbosch : Stellenbosch University, 2003-12) Ngidi, Buyisiwe Ethel; Kapp, C. A.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Domestic workers form an integral part of many South African households and enable their employers to be economically productive. Most employers are dissatisfied with their employees' performance, while domestic workers accuse their employers of insensitivity. Work-related conflict between these parties occurs as a result of domestic workers' lack of knowledge and skills on various aspects of home management. It was essential to determine the level of domestic workers' knowledge on various home management aspects. This would indicate how to intervene in order to increase their productivity and to promote harmonious working relations between them and their employers. The purpose of this research was to assess the domestic workers' learning needs in home management. Employers' views were also sought regarding both the home management skills they required of their domestic workers and their expectations with regard to a proposed domestic workers' home management training programme, with the aim of determining whether there is a need for a training programme. The data gleaned in this manner would ensure that the ensuing intervention strategy would be relevant to the needs of both groups. A survey was carried out for the needs assessment process. The research instruments used for data collection from 100 domestic workers, were interviewing schedules using a tape recorder and incidental observation and questionnaires for 100 employers. The SPSS Win programme was used to analyze the data. Conclusions drawn indicated that all domestic workers involved were females who were heterogeneous in age and levels of education. Most were from impoverished rural areas and were single parents with many dependants. Numerous problems experienced in the workplace had led to a high turnover. All domestic workers lacked knowledge and skills in various home management aspects. Domestic workers and the majority of employers felt that training in all aspects of home management was essential. Recommendations based on these conclusions were the following: • The state should establish and subsidize comprehensive domestic workers' training programmes in order to empower domestic workers with skills, which would ensure increased productivity and reduce unemployment. • Government officials should facilitate workshops for the employers of domestic workers in South Africa to ensure that all such will apply the relevant laws. This will result in reduced turnover and less conflict. • The state should make adult basic education and training programmes accessible to all, in order to address the problem of illiteracy, which impacts negatively on the domestic workers' job performance. Based on the findings, it can be concluded that domestic workers are ignorant of various aspects of home management. To address this problem, a holistic home management- training programme is regarded as a solution by both domestic workers and their employers.
The attitude of economics teachers towards environmental sustainability
(Stellenbosch : Stellenbosch University, 2019-04) Green, Andrew Charles; Le Grange, Lesley; Stellenbosch University. Faculty of Education. Curriculum Studies.
ENGLISH SUMMARY : The focus of this survey research study is to measure the economics teachers’ attitude towards environmental sustainability. As researcher I want to measure the economics teachers’ attitude towards environmental sustainability. The literature shows that the economics teachers’ role should not be underestimated because teachers can play a major role in shaping the attitudes of learners’ positively towards the environment. Teachers have the capacity to influence learners’ attitudes towards environmental sustainability but that would only be possible if they themselves have positive attitudes towards the environment/environmental sustainability. Participants: The participants in the study are Grade 10-12 economics teachers in the eight education districts who fall under the auspices of the Western Cape Education Department in the Western Cape Province. Four districts are classified as urban region while four districts are classified as rural region. The questionnaires were disseminated to the Grade 10-12 economics teachers at an annual mandatory subject meeting. The teachers were requested to voluntarily complete the questionnaires at the meeting venue and the completed questionnaires were collected by the economics subject advisors of the respective education districts. Dimensions: In the literature the researcher focuses on five dimensions of environmental sustainability, namely biophysical, economic, political, social and education. Through the literature review, the researcher examines each dimension in detail, showing the impact each one has on environmental sustainability. Data collection: This survey research study is guided by a hypothesis and six Null hypotheses. The quantitative method of collecting data was used. A 5-scale Likert scale questionnaire was developed to gather data from the participants. The questionnaire is divided into five sections with five questions each that test the economics teachers’ attitude towards environmental sustainability. Results: The study finds that economics teachers have a positive attitude towards environmental sustainability. The study finds that Null hypotheses 1, 4, 5 and 6 cannot be rejected for biophysical, economic, political, social and education dimensions. The study finds that Null hypothesis 2 cannot be rejected for the economic, political and education dimensions and Null hypothesis 3 cannot be rejected for the political dimension. Null hypothesis 2 is rejected for the biophysical and social dimensions and Null hypothesis 3 is rejected for the biophysical, economic, social and education dimensions.
Die benutting van die strokiesprent in die onderrig van Afrikaanse stelwerk en letterkunde op sekondere skoolvlak
(Stellenbosch : Stellenbosch University, 1997) Badenhorst, Andre; Smuts, R.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The main aim of this study is to determine whether the use of comics strips contributes to the improvement of teaching of reading and writing in Afrikaans as a first language by firstly presenting an overview of the relevant literature, and secondly by designing a teaching programme for grades 9 and 10 to show its applicability in the classroom situation. The art of comics is rooted in the earliest forms of visual narrative communication. Later development led to the serious art forms of writing and painting. A new dimension was added to art by later experiments with satirical cartoons. These led to the first modern comic strip, modern because of the interdependence of picture and word. Broadly speaking, two lines of development in comics can be distinguished that which focuses on the pleasure and relaxation of the reader, and that with a satirical point of view. The same trend can be seen in the development of South African comic strips. Several conventions of the comic medium are identified in this study, and its artistic value is demonstrated. The value of the comic strip in the classroom, however, lies in its particular usefulness as a narrative medium. The wide range of possible applications of the comic strip in a teaching programme suggests that it is a valid and useful instrument in the teaching of Afrikaans reading and writing.
Biology teachers' views and attitudes towards practical work in the Khomas region, Namibia
(Stellenbosch : Stellenbosch University, 2020-12) Shikongo, Alina Nambashu; Le Grange, Lesley; Stellenbosch University. Faculty of Education. Curriculum Studies.
ENGLISH SUMMARY : Biology examination reports confirm that the performance of learners is moderately low when answering the Biology Paper 3 (the Practical examination paper). No reasons have been provided for this outcome. However, an interest is developing in understanding why learners perform poorly in this specific paper, when compared to their performance in Papers 1 and 2. Practical work as a section of the Science educational curriculum is considered to be a methodology which engages learners in practical exercises. It aims to assist learners to reach the target of an adequately detailed scientific investigation as required by the curriculum, since this forms the central focus of science. The focus of this study was on teachers’ attitudes and views of practical work because these attributes impact on learners’ performance in practical work. This study adopted a quantitative design, which included a questionnaire that accommodated a few short qualitative open-ended questions. The instrument contained items which had to be thoroughly studied and examined. The population consisted of the Biology secondary school teachers in the Khomas region of Namibia who were teaching Grades 9 to 11 levels. The study targeted at least two to three teachers in each school offering Biology, which were visited by the researcher in the Khomas region in 2019. This study aimed at assessing the views and attitudes of Biology teachers towards practical work in the Khomas region of Namibia. The participants in this study showed positive attitudes towards practical work and there were no significant differences among the mean rankings of the different items on the instrument that measured teachers’ views of the aims of practical work. On the whole there were no significant differences between male and female teachers’ attitudes and views towards practical work.
Biology teachers’ lived experiences of the Namibian Senior Secondary Certificate (NSSC) curriculum
(Stellenbosch : Stellenbosch University, 2016-12) Aloovi, Onesmus Aloovi; Le Grange, Lesley; Stellenbosch University. Faculty of Education. Dept. Curriculum Studies
ENGLISH ABSTRACT : This study was conducted in order to explore the lived experiences of Grade 11 and 12 Biology teachers on the implementation of Namibian Senior Secondary Certificate (NSSC) Biology curriculum. The research design of this study is characterised by its qualitative, exploratory, contextual and descriptive nature. A qualitative method was adopted for this study because it helped the researcher to create a holistic picture of the phenomenon within the context in which it occurs. Since this study seeks to understand the lived experience of teachers, an interpretive paradigm was adopted. The study employs a phenomenological epistemology according to which the researcher examined records and interpreted lived experiences through clear and detailed descriptions. Semi-structured interviews were used to collect qualitative data from five NSSC Biology teachers from three high schools in the Erongo region of Namibia. Data constructed through semi-structured interviews were analysed by means of thematic analysis. The research findings revealed that the implementation of the NSSC Biology curriculum is influenced by social and contextual factors. It was noted during the study that education-related decisions by officials at all levels of government were being influenced by a variety of factors. For example, the pressure created by global competitiveness heightened the public’s economic concerns and in particular those of business leaders. Hence, influential leaders who view education as the key to a stronger economic future have promoted new accountability initiatives and provided incentives to stimulate improvements in schools. Similarly, corporations and their representatives have become involved in influencing education policy at local, state and federal levels in their pursuit of employees who possess skills and knowledge needed by a productive workforce. Furthermore, education-related decisions of officeholders and other policy makers are also influenced by media that convey information and shape public perceptions. The latest news stories and editorials focusing on the lack of textbooks and laboratory facilities in rural and township Namibian schools may heighten public awareness of inequities in the country’s education system. Similarly, media coverage of learners’ achievement scores informs and influences communities’ views on the quality of education in the country. The study further revealed that lack of training and support, poor assessment policy guidelines, language policy, workload and frequent curriculum changes are some of the challenges teachers are experiencing in the implementation of NSSC Biology curriculum. The research findings revealed that teachers in the Erongo region of Namibia received little or no training at all after the implementation of NSSC Biology curriculum in 2006. Those who attended the training sessions argued that the training was inadequate and could not prepare them to implement the NSSC Biology curriculum effectively. The research findings revealed the need for aligning both teachers’ pre-service and in-service training programmes with national curriculum policies to enable better alignment between the current educational programmes for teachers and the focused training required for successful curriculum implementation. Furthermore, the research findings revealed that lack of support from subject advisors and heads of departments caused confusion among teachers on how to implement the NSSC Biology curriculum effectively. The study revealed that the only support Biology teachers get from the subject advisors and heads of departments are the provision of curriculum documents such as the syllabi and scheme of work. It was also noted that the support Biology teachers get from the regional office is limited to mini-workshops and subject meetings. Data constructed in this study further revealed that NSSC Biology teachers in the Erongo region of Namibia are over-burdened. Participants expressed their stress as a result of the workload associated with the NSSC Biology curriculum. The research finding revealed that, unlike with International General Certificate of Secondary Education (IGCSE) and its variant the Higher International General Certificate (HIGCSE) curriculum, teachers using NSSC curriculum are expected to do planning and marking, create teaching aids, evaluate lessons, attend to extramural activities and offer counselling to learners with social problems, although they are not professional counsellors. Finally, the research findings revealed that teachers in the Erongo region experience a lack of teaching resources because of the uneven distribution of resources among high schools in region.
Bybelonderrig in staat- en staatsondersteunde skole in 'n multi-religieuse samelewing
(Stellenbosch : Stellenbosch University, 1994-12) Braaf, Annetta Johanna; Roux, C. D.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The relevance of Biblical Instruction and Instruction in state and state-supported schools Africa is reviewed in this thesis. The various Religious in South education departments in South Africa have been presenting religious instruction from a Christian perspective in schools, especially since 1967. It is also clear from a demographic distribution of religions that most of South Africa's inhabitants belong to the Christian faith. People and pupils who are not Christians are exempted from religious instruction in accordance with the conscience clause. Because of changing political and social circumstances and school structures due to the implementation of statesupported schools, there has been a strong emphasis on the presentation of Biblical Instruction or Religious Instruction as a school subject. Aspects of this which receive particular the following: the relevance dispensation; attention of the in this thesis are subject in the teaching the legitimacy of the subject due to the negative experience of Christian National Education in the past; the lack of recognition of religious pluralism in state and state-supported schools in South Africa. The presentation of the traditional single-dimensional approach is investigated, but the possibility of a multireligious approach to address the problem is also explored. The thesis includes a theoretical study of international and national sources as well as an empirical survey conducted at 41 selected secondary schools in the Western Cape and Boland. Questionnaires were used for the survey which involved the following education departments: The Department of Education and Culture. The Department of Education and Training. The Cape Education Department. It emerged clearly from the survey that religious pluralism is a reality in state and state-supported schools. The theoretical and empirical studies also highlighted the following problems: the professional qualifications of religious instruction teachers; the child's religious potential and development which are not taken into account; the child's own religious experiences and experiences in the classroom situation which are not addressed; the issue of the legitimacy of the subject as a consequence of its historical context; the lack of relevance of the subject content; the interest in a multi-religious approach among the majority of teachers as well as pupils. The problems will not be multi-religious approach solved simply by in the schools. converting to a The problems experienced in the single-dimensional approach should first be addressed thoroughly. For a legitimate multi-religious approach, the following should be taken into consideration: the child's religious potential and development; the child's own religious and personal experiences; possible further in-service training for teachers to enable them to cope with such an approach; a change in the process of curriculum development in order to address the issue of religious pluralism; a new name for the subject. In this respect a name such as Religious Studies could be usefully implemented.

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