Electronic Theses and Dissertations (Masters)

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Online learning instructional design facilitating participation, engagement, and interaction at a Higher Educational Institution in South Africa
(University of the Witwatersrand, Johannesburg, 2022-07) Monyau, Thabiso Rantoana Ivan; Ndlovu, Nokulunga Sithabile
Online learning is now a practical alternative to traditional methods of instruction for access to education. This mode of instructional delivery comes with adaptations in both teaching and learning, and it demands stable access to digital resources and technological skills. Universities in developing countries like South Africa are still striving to adopt and adapt to new ways of providing education due to lack of capacity and shortage of Information and Communication Technology (ICT) infrastructure. This study aimed to investigate what informs the online learning instructional design of two online courses offered in a South African university to facilitate students’ and facilitators’ Participation, engagement, and Interaction (PEI). The inductive approach was used to collect and analyse data for this study that adopted case-study research strategy. Facilitator interviews, document analyses, and questionnaires issued to students were used as research instruments. The findings suggested that, the way in which the instruction is designed for online learning determines students’ and facilitators’ PEI, and students’ and facilitators’ PEI impact directly on the learning outcomes. Students’ and facilitators’ PEI also redirect learning to social activity of knowledge construction. On this basis, learning communities, collaboration and discussion play a pivotal role in facilitating students’ and facilitators’ PEI for online courses. Feedback and reflection were found as excellent ways to facilitate students’ and facilitators’ PEI that encourage the sharing of knowledge.” However, learner isolation remains a challenge, especially with large online classes and students that lack technological background.
Investigating the psycho-social challenges of Implementing Inclusive Education among Learning Support Teachers at Metropole East Education District, Western Cape
(University of the Witwatersrand, Johannesburg, 2023) Khoboko, Nkepeng Esther; Charamba, Erasmos; Aloka, Peter
The Implementation of inclusive education in schools is yet to reach expected levels in South African schools. Previous research has focused on teachers but very scanty research has been done among learning support teachers. This study examined psychological and social challenges of implementing inclusive education among South African learning support teachers. The following research questions were addressed in this study: (a) What are the psychological challenges of implementing inclusive education among learning support teachers? (b) What are the social challenges of implementing inclusive education among learning support teachers? (c) What kind of support do learning support teachers require to successfully implement inclusive education? The study adopted a qualitative approach and a multiple case study of five primary schools in the Metropole East Education District, Western Cape, was conducted. Through semi-structured interviews, data from ten participants was gathered. The five criteria of credibility, dependability, confirmability, transferability and authenticity were used to assure the trustworthiness of qualitative data. Thematic analysis was used to analyse the data. The study found that learning support teachers are psychologically and socially challenged when they have to implement inclusive education. The learning support teachers did get some support from the district officials but this was not sufficient to make them fully implement inclusive education in schools. Teachers expressed their deep concern about the lack of parental involvement, as it makes the SIAS policy referral process challenging. Moreover, teachers expressed that they were stressed out and burned out as a result of a variety of events that made their job to be stressful. The study concludes that the learning support teachers’ psychosocial challenges when implementing inclusive education remains a major concern for teachers in the Western Cape province of South Africa. Although the education department has implemented a number of strategies to help manage the psychosocial challenges of teachers, these methods mostly focus on the learners, leaving teachers with ongoing social and mental health issues. The study recommends that social workers, psychologists, and therapists should be stationed in schools, or alternatively, ordinary mainstream schools should be transformed into full-service schools.
Exploration of calculation strategies in doubling and halving with grade 3 learners
(University of the Witwatersrand, Johannesburg, 2023-03) Mtsweni, Thobile; Asvat, Zaheera Jina
A crisis reported is that the majority of learners do not achieve development in number sense. Unit counting is the preferred method of counting, and consequently, fluency and conceptual understanding of numbers are lost. This study addresses the need for early intervention that focuses on the progression of learners towards the use of more efficient strategies. Specifically, the study aimed to explore doubling and halving strategies with Grade 3 learners through an intervention to develop learners’ calculation strategies using the adapted pre-test, intervention, and post-test from the Mental Starter Assessment Project (MSAP). The sample included 24 Grade 3 learners, which comprised a control group and an intervention group. The study employed Piaget’s theory of cognitive development, which focuses on how learners process new knowledge. Findings indicate that before the intervention, the learners in the control and intervention groups relied on counting strategies to solve doubling and halving problems, and the alternative strategies that were used were not clear. The intervention group was exposed to the various doubling and halving representations of the strategy. However, the findings show that the intervention group performed only slightly better in the strategic calculating and strategic thinking categories than the control group. These findings indicate that a shift in learning can happen, albeit slower than expected. Further research is needed across contexts and learners to indicate ways in which the intervention could be improved.
Understanding Anxiety, and its Implications for Teaching and Learning: A Perspective on Freud and Others
(University of the Witwatersrand, Johannesburg, 2023-06) Ally, Adila; Aloka, Peter
This dissertation is conceptual in nature rather than empirically-oriented and explores an understanding of learning and motivational theory in an attempt to study various formulations of the concept of anxiety, dating back to those presented by the foundational figure of psychoanalysis, Sigmund Freud. It is noted that Freud did not develop a single theory of anxiety- but at least three and arguably as many as eight over the lifetime of his career. Such hesitancy and uncertainty is not interpreted by this dissertation as indecision, rather it is read as uncertainty being a core element in the meta-modelling of anxiety itself. Refracted through Lacan -- who performs a reinterpretation of Freud in a way that produces a unique formulation of the concept that seems to invert Freud's own definition -- and through J. B. Watson, this dissertation develops a novel concept of anxiety as being mimetic in nature, relying Girard's concept of mimetic desire for this purpose. Moscovici's social representation theory, Latour's inter-objectivity, Bandura's triadic structure of observational learning, Foot's studies on Double-Effect problems, the Rashōmon Effect in the narrativisation of data and Seligman's learned helplessness are also used in developing the novel concept of mimetic anxiety. Thus after recognising four variants of anxiety -- a unified Freudian "object-loss" anxiety, Lacanian "overabundance" anxiety, Watsonian "commodity" anxiety and the novel concept of "mimetic anxiety" -- this dissertation proceeds to gauge interaction between these and the learning theories of Pavlov, Skinner, Piaget, Vygotsky and Gagné, and the motivational theories of expectancy value, achievement goal, and self-determination theory. In observing a case study of the flipped classroom model of teaching, Gagné and expectancy value seem to predict the emergence of Watsonian anxiety, the only variant of the four which allows for extinction of anxiety. However, the flipped classroom model, expectancy value motivation and Gagné's methodology together continue to address deeper challenges developed by mimetic anxiety and the synetic (not synthetic) demand placed on Girardian interdividual subjects by technology. Further use of the flipped classroom study is made to explore Freud's throwaway comment that economics might explain the concept of anxiety-as-signal, whereupon Hayek is found to introduce the concept of price-as-signal. This synchronicity forms the basis for considering Freud as necessarily heterogeneous and yielding of increased depth if paired with outside disciplines. In conclusion, the Flynn Effect is suggested as a significant driver of Freudian recession into insularity and from digitally mediated interaction, insinuating advocacy for the flipped classroom model.
The role of TPACK in enhancing students' knowledge of the design process: A case study of Grade 9 Technology Educators
(University of the Witwatersrand, Johannesburg, 2023-07) Modise, Refilwe; Dewa, Alton
The department of basic education is making efforts to transform educator pedagogy by introducing the use of digital technology in South African classrooms. Thus, the utilisation of digital tools in the technology classroom is likely to improve the students‟ comprehension of the design process. Educators need a well-developed Technological pedagogical content knowledge to meaningfully integrate Technology in their classrooms. The core purpose of this research is to investigate the role of the TPACK body of knowledge in enhancing grade 9 student understanding of the design process to improve learner achievement and to allow learners to design models that are fit-for-purpose and usable beyond the classroom. This is a qualitative research study aimed at capturing rich-data to answer the main research questions of the study. The TPACK framework was used in this study to determine the role of TPACK in enhancing the knowledge of students when they learn the design process. The data collection method used was interviews, where five grade 9 educators were purposively sampled from Sedibeng east to establish the role of TPACK in the Technology classroom. The study is underpinned by constructivism and social constructivism learning theory that follows a learner centred approach to teaching the design process. The finding of the study reveal that educators are interested in using digital tools in their classroom, however they are constrained by the lack of technological support, limited access to digital tools and the lack of Technological pedagogical content knowledge. The findings further reveal that educators are attempting the integration of technology in the classroom but they do not appropriately articulate the affordances of digital tools that will enhance the learners understanding of the design process. To answer the research question, the role TPACK cannot be meaningfully measured as the educators showed a lack of Technological pedagogical content knowledge. According to the educators‟ point of view, students became interested in the lesson when they used digital tools therefore, if they can be trained in using digital tools, they will be able to enhance the understanding of students in the design process. This would allow learners to design and make models that fit-for-purpose and come up with solutions that show a deeper understanding of the problem they had to investigate. The finding further shows that if the TPACK can be used meaningfully, it will play an important role in learning of the design process. In future Pre-service and in-service educators must be equipped with TPACK body of knowledge and more digital tools must be available in the Technology classroom for the learners to meet the learning outcomes of the design process.
IsiZulu High School Learners’ Attitudes Towards Learning IsiZulu Folktales: A Case Study of a High School in Soweto
(University of the Witwatersrand, Johannesburg, 2023-07) Simelane, Nomkhosi Swelihle; Ntombela, Sipho Albert
The Department of Basic Education leaves it to indigenous language teachers to decide on the genre they prefer to teach between novels and folklore, consisting of traditional poetry, idioms, proverbs, riddles, and folktales. However, there is no study that has been conducted to investigate isiZulu learners’ attitudes towards learning isiZulu folktales. Consequently, this study serves to fill a gap in extant literature. Its purpose was to investigate isiZulu high school learners’ attitudes towards learning isiZulu folktales in School X. Two research tools (a questionnaire and structured interviews) were used to collect data and the Thematic Content Analysis was used to analyse it. The results of the study were the following: (1) Most isiZulu high school learners in school x have a positive attitude towards learning isiZulu folktales; (2) isiZulu learners’ attitudes towards learning isiZulu folktales were influenced either positively or negatively by the contents of folktales, environments and the teachers’ attitudes; (3) the learners’ viewpoints were that teachers need to change their teaching methods and negative attitude towards isiZulu folktales. However, more studies need to be conducted to find out how isiZulu teachers teach isiZulu folktales in different grades, and how student teachers are prepared by the South African universities to teach isiZulu folktales.
The Effects of Mathematical Modelling and its Application in Algebraic Functions on Grade 11 Learners’ Performance
(University of the Witwatersrand, Johannesburg, 2023-07) Ngubane, Sibongiseni; Ekol, George
To explore the effects of mathematical modelling on Grade 11 learners’ academic performance in algebraic functions, teachers’ self-efficacy and their overall perceptions, is the purpose of this research study. For the achievement of this goal, the research study followed a mixed method for both collecting and analyzing data. However, a pre-test and a post-test, interviews, and a questionnaire were used to collect data. The study content was limited to mathematical modelling in algebraic functions, learners doing pure mathematics in Grade 11, and mathematics teachers in the FET phase only. Eighty-seven (87) Grade 11 learners doing mathematics from one (1) selected school under the ILembe district in KwaZulu Natal participated in the research study, where 44 (51%) formed an experimental group and the other 43 (49%) learners formed a control group. Findings revealed that the experimental group taught through modelling with a guided discovery approach outperformed the control group that was taught through a direct instruction approach to learning. Hence, the difference between the modelling and direct instruction teaching approaches is statistically significant. Six (6) learners from the experimental group were purposively sampled to participate in the semi-structured interviews for the researcher's purposes of exploring learners’ perceptions about mathematical modelling. Learners reported that modelling could improve their level of cognition. Thirty-three (33) mathematics teachers in the FET phase from fourteen (14) high schools in KwaZulu Natal participated in the study by completing a questionnaire about modelling. Findings revealed that teachers have positive attitudes, beliefs, and perceptions about modelling in mathematics education even though there are no teachers’ professional development workshops provided to encourage them based on modelling. This study recommended that the department of education put more efforts into supporting and motivating teachers to implement modelling in mathematics classrooms, provide teachers with professional development workshops based on modelling, design and distribute teaching and learning support documents to all schools providing mathematics, and do follow-up to check the progress in teachers’ developments.
Investigating the ways in which educational credentials influence employers’ hiring decisions
(University of the Witwatersrand, Johannesburg, 2023-07) Sekokope, Abram Sello; Shalem, Yael; Allais, Stephanie Matseleng
There is a strong link between formal education and results on the labor market, like employment and earning potential, according to a wealth of research. Academic credentials are frequently seen as a doorway into mainstream economic engagement on a global scale, which justifies corporate and public investment in higher education. What is not always evident are the interpretations that companies give to educational credentials in particular settings, such as hiring decisions, and what these meanings reveal about the recruiting criteria of employers for potential employees. The purpose of this study was to comprehend the significance that employers place on qualifications and how this significance affects the hiring processes. In order to do this, the study looked at the hiring of engineers at two different occupational levels at four South African State-Owned Companies. To ascertain the meanings that employers attach to qualifications when screening CVs for engineering positions, a descriptive phenomenological technique was taken into consideration and enhanced with the use of hypothetical CVs. Three theoretical viewpoints were used as the foundation for this study in order to comprehend employer opinions of what qualifications actually mean. They were the credentialism theory, the screening and signalling theories, and the human capital theory. According to the study, ownership of a qualification gave an individual a competitive edge in the labor market and was viewed as a main selection criterion from all three theoretical viewpoints. Main findings: The selection criteria for the two engineering positions at the two distinct levels were compared in this study. First, the results imply that the recruiting standards for a Junior Manager Mechanical Engineering post and an Electrical Engineering Technician, a lesser entry-level role, differ significantly. I discovered that the primary distinction between the two was the importance of qualifications in the hiring process for lower entry-level positions. The findings indicate that at this level, employers view qualifications as the main criterion for choosing the best applicant for the position because they believe they provide a sufficient indication of the knowledge and skills needed to perform the work. According to the statistics, individuals with the most relevant credentials and those who earned high marks in their degrees and certifications were seen as having a greater understanding of the subject matter of their credentials and were therefore given preference during the hiring process. This result appears to support the human capital theory's assertion that qualifications represent knowledge and abilities because it substantially aligns with its underlying premises. Secondly, I found that, when it came to the management role, candidates' qualifications were not taken into account in isolation but rather coupled with additional credentials, such as prior work experience. In reality, I discovered that in this area, job experience was valued equally to or even more than qualifications when hiring at management levels. For instance, it seemed that companies would prefer to go with someone with work experience in some situations, such as when the minimal qualification criteria was not entirely completed. Although the focus of my study was on qualifications, some of the companies made a strong case for the value of prior job experience, sometimes at the price of qualifications. While this does not go against the principle of human capital, it does imply that job experience may be viewed as a more valuable indicator of applicable human capital than qualifications for management roles. Finally, I discovered that job experience was essential for the development of soft skills like problem solving, teamwork, communication, and leadership, among others. According to the statistics, these talents can be developed over time with the proper amount of work experience, mentoring, and coaching. Fourth, I discovered that the relationship between work experience and qualifications was complex and complementary, and that worker productivity was not a function of qualifications alone. According to study findings, companies would enrol recent graduates in WIL programs largely to supplement their education with relevant work experience, which would help them grow and maximize their productivity. Finally, I discovered that employers believed all schools were regulated and followed the same national standards of teaching and learning, thus they did not consider institutional reputation when choosing qualified applicants. This also resonates more with the human capital idea rather than the credentialism theory, which provides a social closure perspective, and assumes that the more prestigious universities are associated with better quality graduates. My interpretation of the aforementioned five key findings leads me to believe that employers primarily view qualifications as stand-ins for the actual knowledge and abilities needed to do the job. However, even when they were not just relying on qualifications, they still looked for qualities like job experience and soft skills, which are all referred to in literature as examples of human capital. These results strongly imply that the human capital theory is more important in explaining and influencing hiring decisions for engineering candidates. Human capital theory appears to have replaced qualifications as the predominate mechanism for explaining employment choices in the engineering sector, despite a few modest hints that qualifications served as a sort of screening function. In a discipline like engineering, where the body of knowledge is very closely correlated to the job that needs to be done, this makes sense.
Investigating In-service Teachers’ Beliefs and Self-efficacy about Mathematical Modelling Using a Structural Model of Professional Competence for Teaching Mathematical Modelling
(University of the Witwatersrand, Johannesburg, 2023-07) Khoza, Siyabonga Jabulane; Ekol, George
In this study, I investigate in-service teachers’ beliefs and self-efficacy about teaching mathematical modelling. I further understood teachers’ perceptions about teaching modelling in the Grades 10 - 12 CAPS mathematics curriculum. The purpose of the study was to reveal teachers’ beliefs and SEF to support the development of teachers' modelling competency. The study was underpinned by a structural model of professional competence for teaching mathematical modelling among in-service teachers. A structured questionnaire with a 5 Likert scale was used to collect data on the ISTs' beliefs, SEF, and prior knowledge about teaching modelling in the Grade 10 – 12 CAPS curriculum. Further semi-structured interview sessions were secured with three participants to further confirm quantitative data. Thus, a ‘Sequential explanatory research design from a mixed method research design’ was used to report the collected data. From the questionnaire obtained results, three major themes were formulated from the research questions and used to analyse, present, and discuss the data, which were ISTs’ beliefs about mathematical modelling, ISTs’ self-efficacy about mathematical modelling, and ISTs’ prior knowledge about modelling. From the qualitative data, four themes stood out from the data during the transcription process, namely, teachers are more product-driven than process, learners should take the lead during mathematical modelling, the curriculum timeframe limits learners from exploring modelling, and the limitation of mathematics content in the curriculum. What was revealed from the data is that teachers do believe in the existence of modelling in the mathematics curriculum. Teachers showed being constructivists in the classroom when teaching mathematics in general, including modelling. Their prior experiences with teaching modelling showed that it has contributed to their belief in teaching and learning modelling. Though teachers' beliefs and prior knowledge in this study showed to be developed and acquired respectively, to sufficiently show competencies of teaching modelling in the classroom. However, their SEF to diagnose learners' abilities during their modelling processes showed to be limited. Meaning, teachers did not show confidence in their abilities to diagnose learners' abilities when modelling, and it was not confirmed if they can identify learners' abilities when solving mathematical tasks in general. I believe in South African modelling can be taught and learnt in the classroom if it is sufficiently catered for in the curriculum and if teachers get the necessary support in teaching modelling. The value of the study is an important contribution to teachers' mathematical modelling competency.
Teacher pedagogies for literacy acquisition amongst EFAL learners in Grade 3 in two schools in the Western Cape
(University of the Witwatersrand, Johannesburg, 2023-08) Dooms, Anastasia Chloe; Martin, Cameron
The issue of literacy and language development is still a pressing concern within South African education. Many South African learners that are required to attend school and learn in their first/second additional language (FAL) as opposed to their home language (HL) are disadvantaged and comparatively excluded compared to their peers that learn in their HL. In the foundation phase, literacy acquisition is seen as a building block to education and therefore teachers need to ensure that learners have acquired adequate oral vocabulary and phonological awareness in English to enable a strong literacy foundation for their transition from their HL to English (EFAL). This study analysed the pedagogical practices used by four Grade 3 educators from two non-English schools in the Western Cape during their EFAL lessons. The research intended to identify the pedagogical approaches used by these educators to assist learners in learning and adequately acquiring their FAL to the level of proficiency needed for English as the language of instruction from Grade 4 onwards. A qualitative approach was used and incorporated the use of two EFAL lesson observations (per educator), lesson plan analyses, and semi-structured interviews. The main findings were analysed through the lens of Pedagogical Link-Making (PLM) (Scott et al., 2011). PLM as an evaluation tool was used to guide and thereafter analyse the observations and the post-observation interviews. This was used to establish the effective pedagogies used by Grade 3 educators to establish meaning amongst their learners. The findings gave insight into promising pedagogical actions that should be incorporated into teaching and learning EFAL to facilitate meaning making amongst learners and ensure adequate language and literacy acquisition. The inclusive education field will benefit from further research being conducted into PLM, with particular interest in language and literacy development. This may aid the field of education to find new ways for educators to adapt their pedagogical practices to foster inclusion within their classroom and hinder the exclusionary practices faced by EFAL learners due to learning barriers imposed by language.
The representation of father and son relationships in African fairy tales
(University of the Witwatersrand, Johannesburg, 2023-08) Nkosi, Hlengiwe; Nkealah, Naomi
This research project examines the representation of father and son relationships in African fairy tales. The purpose of this research is firstly to analyse how father and son relationships are portrayed in African fairy tales. The second purpose of this research is to determine the types of father and son relationships portrayed in the African fairy tales and how those relationships expand, challenge or support the existing knowledge about what it means to be a father and a man. I used ten fairy tales to conduct this study. Three of the fairy tales are from Ethiopia, one fairy tale is from Kenya, four are from South Africa, one from Zimbabwe, and one from Ghana. I analysed the data for this study using a thematic content analysis method. My findings were that there are five types of father and son relationships: dysfunctional father and son relationships, detached father and son relationships, distanced father and son relationships, absent father and son relationships, and positive father and son relationships. There are five factors that determined the father and son relationships; these factors are hard work, wisdom and knowledge, obedience and disobedience, communication, and reckless behaviour. The types of father and son relationships portrayed in the African fairy tales affirm, contest and extend existing knowledge on fatherhood and masculinity in different ways.
Applying critical literacy theory to examine English Further Education and Training short story textbooks
(University of the Witwatersrand, Johannesburg, 2023-08) Sekgobela, Adolph; Nkealah, Naomi
Textbook authors have worked hard over the years to produce quality work. However, it has been a challenge in South African basic education to use these textbooks to train learners to be critical thinkers, which means that learners struggle to cope when they reach higher education. Basic education assesses basic knowledge, without learners themselves being challenged to engage creatively with content and interpret it through a critical lens. This study researched on three short story textbooks, namely Fabulous, Short Story Anthology and Changes using the qualitative method. These are short story textbooks used in public schools in South Africa, as part of English First Additional Language subject content. Purposive sampling was used to make selection of short stories. Within each book, the Department of Basic Education prescribed eight stories for learning. This study selected two of the eight prescribed stories from each book, making six short stories selected for the research. These stories were analysed with their activities against critical literacy theory. It was found that short story activities, especially those studied in Grade 11 and 12, do not assist learners to develop skills such as problem-solving, creative writing, and critical literacy, and that the Grade 10 stories do in some instances promote critical literacy skills development. On the whole, it was found that all short stories limit learners from being creative beings who are able to rewrite, rethink and reconstruct the world around them.
Identities and Language Learners: A Case Study of English Language Learners in Saudi Arabia
(University of the Witwatersrand, Johannesburg, 2023-08) Satardien, Sameer; Fouche, Illse; Mendelowitz, Belinda
This study has been conducted in order to ascertain the ways in which learning English may impact the identities of Saudi Arabian learners. Few studies have concentrated on identity in English language learning by Arabic-speaking students and learners living in an Arabic-speaking country. The study addressed this gap by considering how Arabic-speaking native learners learning English view and construct their identities. It employed Norton‟s (2000, 2013) sociocultural view of identity as fluid and evolving over time. The study also used Taylor‟s (2010) quadripolar model of selves. The research is based on a qualitative case study approach. The data were gathered via two online interviews and two narrative texts from three male participants and two narrative writing texts from two female participants. Data triangulation was ensured to attain trustworthiness. The data provided interesting results, showing that my participants presented shifting and bicultural identities. Furthermore, the study showed how some of my participants fell into Taylor‟s (2010) model and shifted between selves. It indicated that my participants‟ identities were not static, but instead evolved based on the situations they found themselves in. The study also revealed my participants‟ positive and negative experiences when learning English; and how they stayed motivated owing to their high level of investment and agency in learning English. The limitations of the study were the short time period for data collection as well as the constraints of the Covid-19 lock-down. I also had to conduct all interviews on Zoom and correspond with my participants via WhatsApp. In addition, owing to restrictions placed by the participants‟ school, I could not conduct any video interviews, or record the interviews. The chief recommendation derived from the study is that teachers should foster an inclusive learning environment in which students feel free to express their identities and interests. In addition, gender dynamics in a classroom should be considered, as should the dimension of affect in language learning in a Saudi Arabian context. This area of research would benefit from further research exploring and ascertaining whether online affinity groups could be included in curricula in a Saudi Arabian English-learning context.
Teachers’ Understanding, Adoption, and Implementation of the Montessori Method in Selected Montessori Schools in Gauteng, South Africa
(University of the Witwatersrand, Johannesburg, 2023-08) Gorgieva, Ruzhica; Bagus, Rashad; Aloka, Peter
This research study explored how Montessori teachers understand, adopt, and implement the Montessori Method in a South African context. To these ends the study examined the teachers’ understanding of the Montessori Method and their role in the Method, how they implement the Method in their practice, and the psycho-social factors which influenced them to adopt alternative practices. A framework of five authentic Montessori principles were outlined which served as a lens to examine and determine the teachers’ subjective understanding, adoption, and implementation of these five principles of the Montessori Method. The study adopted an interpretative paradigm and a qualitative multiple-case approach was utilised. This involved the use of data collection methods as semi-structured interviews and observations of 14 pre-primary Montessori teachers, from six private Montessori schools in Gauteng, South Africa. The findings revealed that the teachers have a comprehensive understanding of the Montessori Method and their understanding of their role in the Method did not differ from Montessori’s role descriptions. However, it was found that despite their comprehensive understanding of the Method, the teachers adopted practices which were not congruent with the Montessori Method. The reasons for the adoption of these noncongruent practices included their disagreement with Montessori’s ideas, beliefs, financial constraints, parental demands, and quite importantly, the children’s disruptive behaviour. It is recommended that Montessori schools should provide parents with clear indication about their adherence to Maria Montessori’s practices, and should reveal whether the employed teachers are trained in the Montessori Method. Further recommendations include parental education about the nature of the authentic Montessori Method, to assist them in making the correct decision regarding their children’s education.
Teachers’ experiences of giving support and implementing inclusive education in a township school in Kimberley, Northern Cape
(University of the Witwatersrand, Johannesburg, 2023-08) Yeboah, Adu; Charamba, Erasmos; Aloka, Peter
Implementation of an inclusive education policy in South African schools was a major milestone because it corresponded with the advancement of the theory of Ubuntu, which is at the heart of South Africa's educational framework. The policy's implementation in schools was also consistent with the right to education for all, as enshrined in the Republic of South Africa's Constitution of 1996. However, despite the initiatives on inclusive education, the level of implementation is still below expected standards. The study aimed at examining the experiences of teachers in giving support and implementing inclusive education in a selected mainstream township public secondary school in the Frances Baard education district of Kimberley, Northern Cape. The study adopted a case study design within the qualitative research approach. Purposive sampling was used for the selection of 12 teacher participants from one mainstream public secondary school in the township of the Frances Baard education district of Kimberley. Semi-structured individual interviews were used to collect data from the 12 teacher participants, and the collected data was thematically analysed. Bronfenbrenner’s Ecological Systems theory and Social Model of Disability guided the studies. According to the findings of the study, teachers implemented a variety of inclusive practises; however, teachers perceive inclusive practises differently, and how they are implemented varies. Furthermore, the findings revealed that some teachers are unable to implement the inclusive education policy due to barriers related to the teachers themselves, barriers within the school system, and barriers emanating from the community in which a school is located. It was also revealed that teachers used a variety of support strategies to assist students, such as changing seating arrangements, implementing remedial lessons, and allocating extra reading time to struggling students. In contrast, some teachers prefer to work collaboratively with learners' parents to provide needed support, whereas others prefer to work alone. The study concludes that, in terms of implementing inclusive education in South Africa, there is a mismatch between what is happening on the ground and what is supposed to happen in the classroom. Despite this, pockets of success have been recorded in the implementation process. The study recommends that the Department of Education consider retooling teachers, instituting teacher training programmes, raising awareness, investing in the policy, and adopting a collaborative approach.
Learning profiles and reading benchmarks: Trends from South African data on early grade reading
(University of the Witwatersrand, Johannesburg, 2023-08) Qvist, Jessica Lauren; Schӧer, Volker; Fleisch, Brahm
In South Africa, 90 percent of Setswana learners cannot read for meaning. In this study, I aimed to add to the existing knowledge base by developing learning profiles using the Early Grade Ready Study I longitudinal data. I tracked how Setswana learners with different genders as well as Grade 4 comprehension scores performed in early grade reading components. The findings reveal that learners enter Grade 1 with poor phonological awareness skills, they make slow progress with this skill as well as with letter sounds and word reading in the first grade and greater progress is only made in the second grade. The study also revealed that girls and learners with higher Grade 4 comprehension scores achieved higher phonological awareness, letter sound, word recognition, non-word recognition and oral reading fluency scores in the earlier grades than boys and learners with lower Grade 4 comprehension scores. The implications of this study with regard to teacher pedagogy, assessment and gender equality are discussed.
Exploring inclusive Practices, Successes and Challenges experienced by teachers in Implementation of Inclusive Education in one selected mainstream school in Ekurhuleni North district, South Africa
(University of the Witwatersrand, Johannesburg, 2023-08) Mamogobo, Amogelang Mankurwane; Aloka, Peter
The realization of inclusive education in South African schools has been controversial. Despite numerous policies enacted, numerous studies have found low levels of implementation of inclusive education in schools. The study aimed to explore inclusive practices, successes, and challenges of inclusive education implementation in the selected mainstream school. In order to explore the study, three research questions were addressed, which inclusive practices are being implemented by teachers in the selected school? What are the successes of inclusive education implementation in mainstream primary schools in Gauteng? What are the challenges affecting the implementation of inclusive education in mainstream primary schools in Gauteng? Both the inclusive pedagogical method and the social model of disability approach served as the theoretical foundation for the current investigation. The present study was conducted using a qualitative research methodology with a case study as the chosen research design within an interpretivist research paradigm. The researcher used a non-probability sampling technique more specifically the purposive sampling approach, in which the researcher used their own judgment to sample the research participants. In relation to the data collection methods. The researcher used non-participant observations and semi- structured interviews to gather data. Interviews with just six individuals and one classroom observation were conducted. The study's conclusions reaffirmed the importance of inclusivity; there were many inclusive practices that were widely used in the study; and the school had achieved a number of successes, such as the purchase of infrastructure and the successful implementation of intervention programs to improve the learning experience of students who faced barriers. The challenges in the present study were vast and categorized into three sub-sections: teacher-related, school-related, and community-related challenges. The study's findings indicate that there have been major efforts to integrate inclusive policies, some of which have been successful, but that there are still many difficulties in schools. The report suggests that the Department of Education give priority to in-service teachers' initial and ongoing training in inclusive practices for a range of learner disabilities.
An assessment of online learning materials on cumulative knowledge building in chemical reactions at Grade 10 through the lens of Legitimation Code Theory (LCT): A case study of Mindset videos
(University of the Witwatersrand, Johannesburg, 2023-08) Jambaya, Tenson; Radebe, Nomfundo; Mushayikwa, Emmanuel
The Professional Teaching Standards (PTS) in South African schools have established cumulative knowledge building as the core of teachers’ work. However, cumulative knowledge building is still an understudied field. The main aim of this research is to explore the effectiveness of Mindset videos as a teaching intervention to assist learners in grade 10, in order to develop adequate understanding of the concepts found in the topic of chemical reactions in Chemistry. Legitimation Code Theory (LCT) was used as a conceptual framework, with a specific focus on Semantic Density (SD) and Semantic Gravity (SG). The study employed a qualitative case study approach as this study used non-numerical data of the Mindset videos on chemical reactions which was interpreted and analysed in terms of how some chemical reactions concepts were taught. It also adopted a case study exploratory research design, a method established to explore a phenomenon that has not been researched or adequately explained before like the LCT and Mindset videos. Pre-recorded Mindset video observations served as the primary data collection method whereby two Mindset videos were observed and transcribed. The research sampling used in this study is a purposive sampling method. This is because the researcher understands the case explored in this study and therefore it is crucial to handpick the sample matching characteristics required for this research topic. The researcher had to pick two Mindset videos on chemical reactions purposively as the aim was to study the Mindset (and not any other types of videos) on chemical reactions to study them and make conclusions about the findings. In this study, data analysis involved observing two electronic documents, the two Mindset videos and interpreting them to answer the three research questions. Thus, document analysis, a form of qualitative research that uses a systematic procedure to analyse documentary evidence and answer specific research questions, was the approach to data analysis. The study’s main findings revealed that Mindset videos are presented in a way that is accessible to learners and may reduce abstractness of concepts especially in the topic of chemical reactions. In this way, the Mindset videos are as good as conventional teaching, but they have the advantage of being supplementary to classroom teaching. After a grade 10 learner has been taught chemical reactions at school, s/he can supplement this with a Mindset video on the same topic. The Mindset videos are also helpful during learner non-contact times such as the COVID 19 lockdowns where learners were supposed to learn at home thereby contributing significantly to cumulative knowledge building. Possible future studies on this study could include studying the effect of Mindset on learners who watch them as supplementary to the contact lessons on using performance tests. The other possible future study may include comparison of Mindset on chemical reactions as online methods in comparison to contact lessons on the same topic of chemical reactions. Can also compare effectiveness of Mindset videos and other companies produced videos on chemical reactions.
The Prevalence of Neuromyths in Intermediate Phase Education in a South African Context
(University of the Witwatersrand, Johannesburg, 2023-08) Leal, Debora; Martin, Cameron
Teachers still endorse numerous neuroscientific misconceptions and place their instructional practice on so-called neuromyths (Pasquinelli, 2012). This is problematic as it is perpetuating misconceptions in education which can disenable epistemological access in schools. As South African education is mandated to be more inclusive in its educational practices, perpetuating falsehoods in education becomes a problem. The distance between neuroscience and education is still too great and teachers are not aware of it (Grospietsch & Mayer, 2020). There is little research to the extent of the permeation of neuromyths and the how teachers are utilising neuromyths in the South African context. This study looks is to investigate how widely known is the concept of neuromyths within intermediate phase education, and to get a sense of how neuromyths are permeating pedagogical practices. This study incorporates a design that combines both qualitative and quantitative research methods known as an embedded mixed methods approach (Creswell & Plano Clark, 2011). A quantitative survey has been used to collect data on the number of teachers who implement neuromyth strategies as a classroom methodology and whether teachers have a prior understanding of neuromyths. A total of 57 teachers took part in the survey and purposeful sampling was employed in this research due to its specific focus on intermediate phase teachers. Qualitative methods by means of semi- structured interviews have been conducted to provide more depth on why teachers utilise these neuromyths, to cast light on how teachers incorporate neuromyths into their teaching practice and to find out about their thoughts on the value neuromyths adds to their practices when confronted with the point that neuromyths are not academically supported. Braun and Clarke’s (2006) thematic analysis is then utilised to analyse the qualitative data to identify, analyse, select codes, construct themes and report repeated patterns. An embedded design is also used to facilitate the merging of qualitative and quantitative data. This is done by taking responses from the interviews and identifying themes and patterns. The survey responses are examined in the context of the interview themes, to find relationships and corroborating evidence. Emotional Intelligence and VAK/VARK learning styles which were the most prominent myths as indicated on the survey. The findings indicate that even when presented with contradictory information on neuromyths, teachers were highly resistant to letting the concepts go. EI has made teachers more cognisant and conscientious about managing emotions of themselves and the learners as well as using their discretion in certain situations. Learning styles has been an effective teaching strategy for variation to keep the learners captivated in the lesson and it has been an inclusive tool to support learners with different levels and abilities. So, while academically the concepts are neuromyths and inaccurate, the reality is that Teachers do value the concepts as they use it to improve their pedagogies.
An investigation of Grade 6 learners’ conceptual understanding of task words and subject terminology in Natural Science and Technology formative assessments on the topic ‘Electric circuits’
(University of the Witwatersrand, Johannesburg, 2023-09) Soloman, Bridgette; Padayachee, Kershree; Mandikonza, Caleb
The purpose of this study was to gain insights into grade 6 learners conceptual understanding of the task words (used in Bloom’s taxonomy) and key words (subject terminology) in the subject Natural Science and Technology (NST). This study was motivated by wanting to understand whether the possible cause of learners’ poor performance in assessments was due to their lack of understanding of assessment questions. This was investigated through a case study conducted on 101 grade six learners at a South African primary school. Learners wrote a written test on the topic: electric circuits which was subsequently marked using a memo. Based on their scores obtained 14 learners were selected and grouped into 4 focus groups based on high, average, low scores, and a mixed group. The focus group discussions explore what were learners interpretations of the task words and subject terminology used in formative assessments. The transcripts were analysed both deductively and inductively. The data analysis revealed that grade 6 learners do not conceptually understand the task words and subject terminology used in NST formative assessments. The findings revealed that learners’ interpretations depended on their understanding of either the task word or subject terminology, that the different meanings of words in colloquial English compared to academic language influenced their understanding of words, and that learners did not know how to approach assessment questions. The implication of this study is that NST teachers need to both tap into learner prior knowledge and collaborate with English teachers to assist learners understand assessment questions. The recommendation is that more time needs to be allocated for teaching task words and subject terminologies.

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