Electronic Theses and Dissertations (Masters)

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Affordances of Digital Simulations in Training Wastewater Treatment Practicals for Process Controllers in Technical Vocational Education and Training Institutions
(University of the Witwatersrand, Johannesburg, 2023-11) Maluleke, Makhawukani Xilavi Dawn; Mbatha, Khanyisile; Ndlovu, Nokulunga S.
In South Africa, Technical Vocational Education and Training (TVET) institutions train process controllers in various training programmes that rely on on-the-job training at wastewater treatment plants. TVET institutions are urged to include ICT into all training practises, which may necessitate curriculum updates and adjustments. The aim of this study determined how the WEST simulator can be used to enhance practical training for wastewater process controllers. This study followed a qualitative research approach and a thematic data analysis technique. In their perceptions, the participants recognised the teaching and learning affordances of the simulator such as replication of the process overview and problem-solving abilities. The study found that the participants were able to construct a comprehensive WWTP utilising WEST simulation, indicating that the affordances can be replicated and designed in actual situations. Although the WEST simulator offers various affordances, this research found a few minor limitations with its use, such as the computer requirements, which required a RAM speed of 1500 MHz Based on the findings, it is recommended that facilitators should have skills and knowledge in the field to perceive affordances, and their existence and to actualise them to apply them in practical training online.
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.
An investigation of challenges experienced by Physical Sciences novice teachers when teaching Electric circuits in Grade 10 science classrooms: A case of Johannesburg North District schools
(University of the Witwatersrand, Johannesburg, 2023-10) Nkuna, Hlayisani Tracy; Stephen, Mmapaseka; Mushayikwa, Emmanuel
The National Senior Certificate (NSC) diagnostic reports over the years have shown that learners perform poorly in electric circuits in the Grade 12 Physical sciences final examinations. This has raised concerns to identify the underlying reasons behind this. The learners’ performance is often linked to the teachers’ content knowledge and pedagogical knowledge. This study sought to understand the challenges that physical sciences novice teachers experience when teaching electric circuits in Grade 10 as well as the factors that contribute to these challenges. In understanding the challenges experienced by the novice teachers, this study was underpinned by Bhaskar’s (1978) theory on Critical Realism as a theoretical framework to reveal the teachers’ challenges in relation to their content and pedagogical knowledge. In conjunction to this, the study was guided by Archers’ (1995) constructs of the Social Realist Theory. The two theoretical frameworks were used to analyse the data, using stratified levels of reality from critical realism and analytical dualism from the social realist theory as an analytical tool. Employed in this study was the qualitative case study research design. The data was collected through twenty online questionnaires and five individual online semi-structured interviews with physical sciences novice teachers from the schools in the Johannesburg North district. These instruments were used to provide an in-depth account of the challenges experienced by the novice teachers and their contributing factors. The study found that the novice teachers experienced challenges with the lack of specialized resources such as fully functional laboratories and content related challenges, such as misconceptions, gate-keeping concepts and teacher centred approaches. The findings also revealed that despite being technologically oriented themselves. The findings also revealed that the novice teachers experienced challenges with the use of ICT in their teaching of electric circuits, owing to a variety of reasons related to the context of the school, their pre-service training as well as general beliefs about ICT. The study recommends that teacher training programmes should perhaps look into firstly, teaching the pre-service teachers more on how to improvise, given that most schools lack resources and secondly, the methodology courses need to consider focusing on how to equip the teachers with the correct conceptions of the main concepts of electric circuits in order to minimise the misconception perpetuated by the novice teachers as well as build they confidence in the instruction of electric circuits. The rationale for this study was on the grounds that there is not much physical science education research clearly accounting for the challenges experienced by the novice teachers post the millennial generation and the COVID-19 pandemic. This study provides ground for other researchers to explore the nature of science teaching with this current generation (generation Z). The findings from the research study reveal that the current generation experience challenges beyond content knowledge, such as a short attention span. In light of this finding, this study suggests that future research should be aimed at incorporating the technological aspect of teaching in science topics in order to make the science topics interesting and relevant to the learners.
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.
An investigation of how a lecturer uses discussion to promote meaning making during the teaching of the topic of Excretion to 3rd year preservice Life Sciences teachers
(University of the Witwatersrand, Johannesburg, 2023-10) Nyaloku, Malebo; Mandikonza, Caleb
This study seeks to investigate how a lecturer uses discussion to promote meaning making during the teaching of the topic of Excretion to 3rd year preservice Life Sciences teacher. The process of meaning making includes how people understand and make sense of the content. Qualitative research was conducted to investigate how a lecturer uses discussion to promote meaning making. In this study, I used an interview and observations of video-recorded lectures on Excretion. The participant in this study is a Life Sciences lecturer at the university of the Witwatersrand. Data analysis involved watching the video-recorded lectures, transcribing them and coding transcripts to identify how discussion was used to promote meaning making and having a semi-structured interview with the lecturer responsible for teaching Excretion to 3rd year preservice teachers. The findings from this study shows that discussion promotes meaning making when students engage with the lecturer, the teaching and learning materials and with other students, which allows them to share ideas and make meaning of the intended knowledge.
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.
Building back better food systems: Exploring how employees learn about food waste in a food processing company in Gauteng Province, South Africa
(University of the Witwatersrand, Johannesburg, 2023-10) Nesengani, Elelwani Clinton; Jenkin, Nicola; Ramsarup, Presha
At a time when there is increasing local and global interest in the development of sustainable food systems, it is important for food processing companies to find ways of minimising food waste. Thus, it is important to understand what knowledge employees working in the food processing industry have about food waste and how they learn about ways of minimising such waste. This study explored how employees learn about food waste when commercially processing food at a food processing company in Gauteng Province, South Africa. The study investigated employees' knowledge about food waste, opportunities for work-based learning about food waste, how work-based learning about food waste is organised and facilitated, and challenges faced in organising and facilitating such learning. Data for the study was collected from in-person interviews and on-site observations. Process controllers, team leaders, general workers, product receivers, sustainability training coordinators, and the management team were interviewed. Work-based learning theory, and in particular, Lave and Wenger’s (1991) theory of situated learning, was used to frame the analysis of the data collected. In establishing a context for learning about food waste, it was found that employees described food waste in three ways: expired food, food spillages on the floor, and food in poor condition. These descriptions indicated that employees did not connect the issue of food waste to the food processing work that they accomplish. Unlike other sustainability issues such as food safety, health, and general waste management, there was a generally low level of awareness about food waste. Analysis of interviews and observational data indicated that, in the food processing company studied, there are no structured ways of learning how to reduce food waste. Instead, this issue is managed through "reactive learning", where team leaders and process controllers highlight a particular issue to food processing employees after food has been wasted. Some employees expressed interest in sustained, proactive opportunities for learning about food waste. It is evident that there is a need for structured learning opportunities about food waste for employees working in the food processing company studied and for greater awareness of the implications of food waste on both employees and employers.
Developing Visual Literacy in the English Home Language Classroom Using a Documentary on Wildlife Conservation
(University of the Witwatersrand, Johannesburg, 2023-10) Terblanche, Elizabeth Maria; Moodley, Visvaganthie
Visual literacy is considered as a set of analytical visual competencies that are developed through the seeing as the same time as experiencing other sensorial exposure (IVLA Conference, 1969). An increasingly visual world (Hill Bulman, 2017) demands for increasingly visual literate individuals. Current technological developments have subsequently led to the fast production of complicated, dynamic verbal, musical and visual texts. Such ensembles penetrate the lives of learners and yet national visual literacy High stakes assessments display a remaining repetitive nature of text-based sources – a preference some have argued to filter through to visual literacy teaching practices as well (Moodley, 2015). Present visual literacy research in education stresses the demand for visual literacy as a critical analytical skill (Matusiak, Heinbach, Harper & Bovee, 2019), however, little research refocuses the consideration of text choice in the teaching thereof. Documentary film is a text source included by the curriculum in the outcome of reading and viewing. As a text, documentary film arranges meaning-making tools: speech, music, images and more to organize viewer perceptibility. Through an interplay of information, account, feeling and imagination (Bondebjerg, 2014b) filmmakers of this genre create multi-sensorial experiences (van Munster & Sylvest, 2013). Although a form of diegesis, a documentary film remains fundamentally committed to the portrayal of truthfulness (McLane, 2012), however, it remains a re-representation of events. Such re-representations are powerful in their display (Bondebjerg, 2014b; Nichols, 2010) and McLane (2012) argues that such exclusive influence is accomplished through employing the following: 1) subjects and ideologies; 2) purpose, viewpoint, and approach; 3) forms; 4) production methods and techniques; 5) the experience they offer. Not only are documentaries the fastest growing genre (Torres, 2022) but they are also uniquely manipulatory – reasoning it as a vital text to include in the teaching of visual literacy. Through a qualitative content analysis, this study will show how visual literacy can be developed through a documentary on wildlife conservation. Subsequently, it indicates how non-speech sound is incorporated in the overall promotion of the documentary’s message and how verbal and visual aspects are used as rhetoric. The work hopes to add to the field of language learning and qualitative content analysis. In addition, it hopes to contribute to the academic study of meaning-making in filmic productions and the expansion of visual literacy text inclusion.
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.
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.
Exploring learner errors and misconceptions in algebraic expressions with Grade 9 learners
(University of the Witwatersrand, Johannesburg, 2023-09) Stemele, Bulelwa Penelope; Makonye, Judah; Asvat, Zaheera Jina
Mathematics is a crucial skill for the acquisition of relevant skills in society and is required for admission to South African universities and other higher education institutions. However, South African learners’ performance in mathematics on local and international educational achievement tests has been a major source of concern. Algebra is one area of mathematics that learners struggle with. Algebra is challenging because it is a more abstract form of mathematics and learners are unable to relate it to their daily lives. Algebra is essential because it serves as the foundation for further study in mathematics and other disciplines. Learners in Grade 9 struggle with the variables, equations, and abstract concepts found in algebra. Most errors and misconceptions that learners commit in mathematics stem from a lack of algebra background knowledge. Therefore, the purpose of this study was to explore algebraic expression errors and misconceptions in Grade 9. The study was based on the Vygotskian sociocultural theory of learning. According to the Vygotskian sociocultural theory, teachers and mathematics manipulative plays an essential role in facilitating learning in their learners Zone of Proximal Development (ZPD). A mixed-methods study was used to explore the errors and misconceptions committed by Grade 9 learners when solving algebraic expressions. The data was collected through tests and learner interviews from a class of 22 Grade9s. After analysing the pre-test data and identifying common errors and misconceptions, an intervention involving the use of algebra tiles to teach algebraic expressions was implemented. Firstly, my study supports the error types identified in the literature. Secondly, my study demonstrates an improvement in performance on the post-test following an intervention using algebra tiles. According to research, the use of manipulatives helps learner construct a conceptual understanding by consolidating abstract ideas. This study adds to previous research indicating the usefulness of manipulatives in mathematics classrooms.
Exploring the teaching and learning role of agricultural extension workers
(University of the Witwatersrand, Johannesburg, 2023-10) Adrupio, Scovia; Ramsarup, Presha
Agricultural extension has been identified as a key occupation in many African countries. This is because extension workers play a critical role in linking farmers and other actors within the agricultural sector to policy and practice. As a result, teaching and learning are their most important roles. Agricultural extension systems and the work done by agricultural extension workers are faced with a number of challenges, including inadequate funding, a limited number of extension workers, climate change, and general changes in the agricultural system, to name a few. These changes call for extension workers to constantly change and adapt to the changes happening in their world of work in order to best assist farmers in addressing their challenges. Despite a large amount of research being conducted in different areas of agricultural extension, such as the training needs and requirements of extension workers, challenges facing agricultural extension, reforms in extension systems, and gender inequalities in extension, little work has focused on how their teaching and learning roles are changing. This study thus takes an in-depth look at the teaching and learning roles of agricultural extension workers. The study starts by conceptualising the agricultural extension occupation using the five dimensions of an occupation proposed by Shalem and Allais (2018) to unpack the different factors within each occupation and how these can impact the teaching and learning roles of agricultural extension workers. The results of the study provide an understanding of why occupations are social and political activities that are affected by a number of factors and are always undergoing changes. Studying changes in occupations is critical, as it enables us to understand changes in the world of work and how workers in the workplace adapt to work-related changes.
Grade 10 Learners errors when operating Integers
(University of the Witwatersrand, Johannesburg, 2023-10) Naidoo, Sheldon Samuel; Pournara, Craig
This study focuses on learners’ errors in integers and explores the changes in their errors during their grade 10 year. The data utilised in this study was collected by the WMCS project in 2018. The data was collected from learners of 15 low-performing schools in Gauteng, South Africa. Part of this study consisted of a comparison of two groups of learner responses. The first group comprised of learners of teachers who participated in a professional development course offered by the project in 2016/2017 (TM group) and the second group are learners whose teachers did not attend the course (CNT group). These schools had no prior relationships with the Wits Maths Connect Secondary (WMCS) project. I looked at the responses that grade10 learners made when ordering and operating on integers at two different points of a school year. The tests were written in February and September of the same year and were analysed from a random sample of 196 grade 10 learners from 40 low-performing secondary schools in Gauteng, South Africa. Test items dealt with ordering of integers and operating on integers. Working from a Vygotskian perspective, a framework dealing with concept formation of negative numbers was developed to analyse learners’ test responses. In this study, I focused solely on the responses given by the learners of the two groups and explored the persistency of errors within each group as well as the type of errors found across the groups. Having this data point per learner allowed for further investigations regarding persistent errors and errors which were remediated and waned during the year. Furthermore, it provided an opportunity to detect new errors arising which would impact the learning of other topics. This framework made it possible to identify seven types of errors. The findings show that while learners’ performance improved from pre-test to post-test, many grade 10 leaners still have difficulty with the concept of negative numbers.
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.
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.
Investigating teachers’ experiences of support for learners with hearing impairment at a special school in Pretoria
(University of the Witwatersrand, Johannesburg, 2023-10) Molala, Lesetja Johannes; Mokala, Ntsoaki T.
This inquiry explored teachers' experiences of support for learners with hearing impairment (HI) in a special school in Pretoria. Through a qualitative approach, data were collected and analysed to better understand teachers' experiences in providing appropriate instruction and support to learners with HI. Thus, using the interpretivism paradigm to inquire about the teachers support experiences for learners with HI was a logical step. I used Florian’s' theory of inclusive pedagogy to interpret the findings and draw conclusions I used qualitative methods such as interviews to collect data. A purposeful selection of participants was made to ensure the research questions were answered adequately. Thereafter, semi-structured interviews were conducted to understand each participant's perspectives in the study sample of six teachers. The interview schedule was designed to allow reflection by participants into their unique teaching experiences openly and candidly, providing invaluable insight into the dynamics of the study sample. All conversations were recorded verbatim to ensure accuracy. The recordings of the conversations were then transcribed for further analysis. This enabled me to easily recognise patterns and themes in the data. I then analysed the data to identify key themes and patterns. The findings revealed that teachers found the support they received instrumental in helping them effectively implement the curriculum and address classroom challenges. The study suggests that parents are actively involved in their children’s education which benefits all involved. In addition, the school must update its language policy to ensure that learners with HI receive instruction in sign language. Therefore, it is recommended that the school revise its language policy to incorporate sign language as a language of teaching and learning to promote learner success. To create an inclusive and equitable learning environment for all and ensure that learners with HI are supported, this policy should also be extended to include sign language in the classroom.
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.
Investigating the usefulness of careership theory for understanding career decision-making among Technical and Vocational Education and Training (TVET) engineering students
(University of the Witwatersrand, Johannesburg, 2023-09) Mamogopodi, Lesley Thuso; Tshabalala, Themba; Ramsurap, Presha
Most of the South African research on career guidance and career decision-making is focussed in the schooling sector and towards university pathways. There is little research with regards to career decision-making in the TVET sector except for the recent research of Maluleke (2022a) who investigated student views regarding what influences their career decisions. This current research study aimed at investigating the usefulness of careership theory for understanding career decisions among TVET engineering students at a selected TVET college in the Gauteng Province of South Africa. Since the theory informing the study was conceptualised and used to understand the UK TVET context, this study sought to test its affordances for understanding career decision-making in the South African TVET context. The study firstly determined the factors that affect career decision-making and secondly investigated the usefulness of careership theory in understanding those factors. Drawing on data from semi-structured interviews, the study firstly examined the factors that influenced career decisions among first and final year engineering students. Secondly, since the study was aimed at testing careership theory in the South African TVET context, the theory was used as a conceptual framework for analysing the data. The three aspects of the careership model of career decision-making that derive from careership theory were used to interrogate the data to firstly uncover the factors at play in the career decision-making process and secondly, to investigate whether those factors can be explained in light of careership theory. Significant others were not only found to influence career decision-making but they proved to wield power of influence over respondents. Career decision making among TVET engineering students showed to be characterised by turning points. Careership theory proved to be an ideal theory in explaining career decision making in a South African TVET context. The young people proved to have a sense of urgency in their career decision-making and most of them did not receive career guidance prior to enrolling at the TVET college.
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.
Investigation of how the teaching of climatology concepts in grade12 through multimedia is done: Cases of four schools in Johannesburg North, Gauteng Province
(University of the Witwatersrand, Johannesburg, 2023-09) Sethole, Mokurubane Simon; Mbatha, Khanyisile; Ndlovu, Nokulunga S.
The introduction of Information and Communication Technology (ICT) within education system in the 21st Century has been a motivating and encouraging phenomenon, which has completely revolutionised the way in which teaching and learning happen within the classroom. With ICT comes the usage of multimedia that has proven its significance due to its positive impact on the teaching and learning processes. This study explores and compiles good teaching practices that Grade12 educators demonstrate when teaching the climatology concepts using multimedia. Four qualified and well-experienced Geography Educators were selected from good performing schools that has ICT infrastructure. Teacher’s lessons of about 35 to 45 minutes where they taught climatology concepts using multimedia, were observed and recorded. Qualitative data collected were analysed using thematic analysis whereby categorization and combining of the trends was applied. The findings of the study reveal that the teachers under study have similar pedagogical practices during instruction when using multimedia even though their approach and multimodalities were different. This highlights the uniqueness of each individual teacher and thus proves that there is no linear way in which multimedia teaching should happen. In addition, the findings of the study reveal that the teachers valued the importance of investing time in designing multimedia adequately. They argue that teacher’s knowledge of which multimedia to use during instruction, and how such multimedia should be used, are significant to the effectiveness of their teaching of climatology concepts in Geography. Moreover, the lesson observations revealed that multimedia was used as a centralised tool to reinforce concepts taught during the lesson - in particular, the infographic. Even though teachers used different multimodalities at different stages of their lessons, it seems that teachers used multimedia as a reference tool or point. It is evident that teaching of climatology concepts with multimedia is multifaceted and it involves detailed and systematic planning, well thought instruction through efficient design and implementation and careful interactions between the teachers, students and multimedia (didactical triangle).

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