Electronic Theses and Dissertations (Masters)
Permanent URI for this collectionhttps://hdl.handle.net/10539/37987
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Item Integration of Cultural Heritage when teaching and learning about the kidney in Grade 11 Life Sciences classrooms in SA: A Self Study(University of the Witwatersrand, Johannesburg, 2024) Nkabinde, Nonkululeko; Mandikonza, CalebIn this research I was researching my own practice in the classroom; therefore, the research is focused on my practice. However, my practice cannot happen without my learners. I am conscious that my learners are indirect participants because it is their reaction to my teaching that determines how I will teach. This study seeks to establish how use of knowledge from my culture and the learners’ cultural heritage as a methodology can be conducted meaningfully to teach the concept of the kidney in my Grade 11 class of Life Sciences. This is because learners often feel that there are major differences that exist between their culture and the culture of the science they come to learn at school (Aikenhead & Jegede, 1999). The use of cultural heritage in a classroom has the potential to help move learners from one level of cognitive development to another (Mandikonza, 2019). Furthermore, the National Curriculum and Assessment Policy Statement (CAPS) grades R-12 that stipulates policy on curriculum and assessment in the schooling sector in South Africa suggests that all learners be given the expression of what is regarded as knowledge, skills and values that are worth learning (CAPS, 2012). It emphasizes that children need to acquire and apply knowledge and skills in ways that are meaningful to their lives (lived experience); as such, the curriculum promotes the idea of grounding knowledge in local contexts (realities) while being sensitive to global imperatives (CAPS, 2011). This study used a qualitative research design and followed an interpretivist approach. The theoretical frameworks that guided this study was the social constructivism theory -Vygotsky’s social development theory, Zone of Proximal Development (ZPD) and More Knowledgeable Other (MKO). Learners in my Grade 11 class were purposively selected to participate in the study. Data collecting techniques included journaling that I used as a way of reporting observations, reflection 4 | P a g e and reactions to classroom occurrences as well as observation by critical friend who observed and can asked questions that were provocative which provided data to be studied through another lens (Noor & Shafee, 2020). Multiple data collecting tools were used which included semi- structured interviews, audio and video recordings. A narrative enquiry was used to analyze my data. Findings from this study suggest that CH contributes meaningfully in the learning of science concepts, there are challenges that are associated with integrating CH in the science classrooms that need to be addressed lastly, there is a need for teachers to constantly improve their practice in the classroom. Findings from this study may in some way contribute in assisting the production of culturally appropriate learning material for curriculum developersItem Investigating practising teachers’ willingness to teach genetics with the use of ICT(University of the Witwatersrand, Johannesburg, 2024) Khanye, Mapaseka; Kavai, PortiaThis study aimed to investigate practising teachers’ willingness to teach the topic of genetics with the use of ICT. I wanted to find out if teachers consider themselves sufficiently prepared to use ICT in the classroom. The motivation for investigating practising teachers’ willingness to teach the topic of genetics with the use of ICT was to determine whether teachers appreciate the value of ICT and its relevance in the classroom. If teachers do not see the value and relevance of ICT in education, hopefully, this study will help the Department of Education in facilitating a better alignment between research and practice and provide training that will adequately train and prepare teachers for the use of ICT. The Department of Education supports the use of ICT in classrooms and this is also part of the current international drive for education. Data was collected through interviews and classroom observations. There were four participant teachers within the age range of 25- 50 years category; two participants were female and the other two were males. Participants had to teach grade 12 Life Sciences as a subject for them to be part of this study. Findings show that teachers in my study, both males and females, were willing to teach the topic of genetics with the use of ICT. However, only one teacher considered himself sufficiently prepared to teach with ICT. The study showed that although the other three teachers valued and appreciated ICT in the classroom, they still needed further training on how to incorporate ICT in their lessons. Findings also showed that teachers faced several challenges when using ICT. Issues such as load shedding and the internet either being slow or expensive are some of the cited challenges. The study recommends that during in-service workshops, teachers need to be provided with proper and adequate information about the function, usage and benefits of ICT. In addition, there is a need for the Department of Education to start investing and providing schools with backup generators so that lessons are not disturbed due to load shedding. Finally, free data or the internet needs to be made available and accessible so that teachers and learners may be able to view pre-recorded video lessons and access learning materials such as past question papers from various reputable websites.Item Examining Lecturers’ Use of ICT in an Introductory Economics Course During the Covid-19 Pandemic(University of the Witwatersrand, Johannesburg, 2024) Pratt, Juanita Renee; Makda, FatimaThis study investigated how lecturers in the economics department at an urban university in South Africa used information communication technology to teach an introductory economics course during the Covid-19 pandemic. Many lecturers who teach introductory economics do not integrate ICT in their teaching and this can impact the quality of teaching and learning. It has become more critical to examine this challenge because most higher education institutions now integrate some form of online learning and teaching in their courses. Therefore, it is important to examine lecturers’ response to online teaching during emergency remote teaching in order to learn from their experience and identify the competencies needed to teach introductory economics. The purpose of the study was to examine lecturers’ use of ICT in an introductory economics course and to consider the competencies that support teaching with ICT in the subject. The main research question was How do lecturers use ICT to teach introductory economics during the Covid-19 pandemic? To better understand lecturers’ ICT practices, this qualitative study adopted an interpretivist approach and used content analysis to examine participant interviews and learning materials embedded in the learning management system for the introductory economics course. In addition to content analysis, the data were analysed and interpreted through the theoretical framework of the Teacher Response Model and Teaching Quality Framework. Several themes emerged about the nature of economics lecturers’ pedagogy namely: (a) they adapted their teaching practice by deploying all assessments through the learning management system and developing video lectures for students to download; (4) they developed new practices to encourage formative assessment and they acquired technical skills to manage the transition to emergency remote teaching; and (c) they used existing technologies in new ways to manage the change in teaching mode. Despite their inexperience with online teaching, lecturers were motivated to integrate ICT into their economics teaching practice in order to (d@) maintain the continuity of the course and to ensure academic standards were upheld. Furthermore, they (e) acknowledged the fact that the majority of economics students had limited resources and they accommodated for this inequity by responding to students’ academic, social and emotional needs. Although many lecturers lacked the experience of teaching online, they displayed flexibility, innovation and commitment to the academic project by utilising ICT to facilitate learning and teaching to the best of their ability during the challenging conditions of emergency remote teaching.Item The influence of visual technological resources on grade 9 learners’ conceptual knowledge of transformation geometry(University of the Witwatersrand, Johannesburg, 2024) Nedambale, Nndileleni; Mofolo-Mbokane, BatsebaThis study investigates the influence of visual technological resources (VTRs) on Grade 9 learners’ conceptual knowledge of Transformation Geometry. This was done by giving two groups of learners the opportunity to learn with and without VTRs. The conceptual knowledge gains of the learners in both groups were compared and analysed after they wrote the same test. The experimental group was instructed with VTRs while the control group was instructed without VTRs. The data collected were qualitatively and quantitatively analysed. There were three main items that were studied, i.e., lesson observation schedule data, learners’ actual responses to transformation geometry questions, and learners' test performance scores. The TPACK framework was used to analyse the use of VTRs in the classroom by a teacher. The two facets of conceptual knowledge were used to measure the conceptual gains of learners from the written test. It was found that 30 % of the learners in the experimental group performed above 40% in the test that was given to them. 16% of the learners in the control group performed above 40%. An analysis of the learners’ scripts showed that the experimental group had more conceptual gains than those of the control group. The usage of VTRs improved the conceptual knowledge of Transformation Geometry for learners in the experimental group. It was also found that learners in both groups struggled to obtain the coordinates of transformed points from the questions presented. The results revealed that the learners could not adequately explain the meaning of reflection and translation. It was also found that a lack of accessibility to technological infrastructure and equipment presented challenges in the classroom to integrate VTRs. The study recommends that mathematics teachers integrate VTRs in the classroom instruction of Transformation Geometry and other topics.Item Perspectives on Working for the Common Good and its Implications for Education and Training(University of the Witwatersrand, Johannesburg, 2024) Mlauzi, Kate; Ramsarup, PreshaThe study aimed to explore the concept of working for the Common Good by providing a comprehensive understanding of the key notions and tenets associated with working for the Common Good. To achieve this, the study gathered insights from an extensive literature search and various actors across different backgrounds and contexts through a theory- landscaping review and semi-structured interviews. The study focused on four working for the Common Good, related frameworks: Doughnut Economics, Well-being Economy, Economics for the Common Good, and A Common Good Approach to Development. These frameworks offer perspectives in dealing with challenges such as inequality, poverty, and unemployment. While historical elements such as justice, equity, and holistic well-being persist, the frameworks also address emerging challenges such as environmental sustainability, community empowerment, and the need for systemic change. The theory landscaping review and the primary data from interviews revealed key perspectives on working for the Common Good, highlighting principles such as environmental stewardship, social justice, localised initiatives, the interplay between individual and common interests, volunteerism, perspectives beyond GDP, advocacy for structural changes, the importance of multi-disciplinary approaches, and interconnectedness in fostering the Common Good. The study found that these perspectives emphasised the importance of integrating environmental considerations into actions for the Common Good and addressing social, and economic concerns such as fair distribution of wealth and access to basic services. Further, it was revealed that education served as a catalyst by instilling values that enabled individuals to work for the Common Good and fostering a sense of responsibility for individuals to contribute meaningfully to society. The study therefore noted that education has transformative potential to promote the Common Good, by emphasising transformative praxis, reflexive learning, and participatory approaches in education through environmental initiatives and sustainability. Education presented a promising framework for fostering societal change towards more just, sustainable, and equitable systems. 3 Based on these findings the study makes recommendations for the method, practice and for theory development in the domain of working for the Common Good. It is recommended that broader research with diverse samples and empirical studies be done on the practical applicability and effectiveness of the identified frameworks in real-world contexts.Item Investigating the impact of ICT Professional Development of Six South African Primary School Teacher’s Innovation in Curriculum Delivery(University of the Witwatersrand, Johannesburg, 2024) Maeane, Matjema Caroline; Ndlovu, NokulungaDespite ministerial efforts to advance education standards through the development of ICT policies aimed at encouraging and guiding ICT integration in teaching, teachers in various South African schools still lack the necessary digital skills and proficiencies to deliver the curriculum innovatively using ICTs. This lack of skill is often attributed to the ineffectiveness of previous ICT-Teacher Professional Development (TPD) training programmes, which failed to produce the desired outcomes of ICT innovation among teachers. In response to this challenge, this study investigated the effectiveness of a newly developed ICT-TPD programme, which was informed by a combination of key theories: Rogers’ Diffusion of Innovation Theory, Constructivism Learning Theory, Self Determination Theory (SDT), and Community of Practice (CoP) Theory. These theories guided the facilitation process of the Professional Development (PD) training programme. The study focused on assessing the ICT innovation levels of six teachers from a primary school in urban Johannesburg, South Africa, by surveying their innovation levels before and after the ICT-TPD intervention. To support the content delivery and the development of teachers’ ICT competencies, the TPD programme further employed the Gradual Release of Responsibility Model (GRRM) and the Concerns-Based Adoption Model (CBAM). For a more comprehensive understanding of the dataset and its implications, mixed-methods were employed to triangulate the quantitative and qualitative data collection and analysis procedures derived from this study. Questionnaires, interviews, and a criterion assessment rubric were used to gather data from participants. This was followed by a mixed-methods sequential explanatory design used to collect and analyse data that was both qualitative and quantitative. A non-probability purposeful sampling technique was further employed to identify participants who could offer rich, pertinent, and varied information on their experiences and opinions regarding the ICT training curriculum. Additionally, a theme analysis was used to identify, assess, and report on patterns in the qualitative data (Braun & Clarke, 2006). Finally, the quantitative data was analysed using exploratory statistical approaches to find underlying patterns and relationships within the dataset. The results from the study concluded that the ICT-TPD had a desired impact, to promote innovative pedagogical practices through the integration of ICTs, as well as resulted in the improvement of teachers’ overall innovation levels. The sampled primary school teachers displayed resilience and dedication in engaging with the ICT-TPD programme for the benefit of their professional development, despite facing challenges such as resource and time constraints. According to the study, including its results and related theory, however, it is recommended that while there is evidence of achieving positive results from the ICT-TPD intervention, the long-term effective ICT integration for innovative pedagogical practice necessitates a more continuous professional growth approach through similar interventions, collaborative learning, and alignment with educational goals. Lastly, the study further emphasises the importance of recognising primary school teachers’ intrinsic and extrinsic motivations and addressing the related challenges through targeted support to enhance the effectiveness and sustainability of the ICT-TPD programmes, which ultimately benefits the primary school students’ learning experiences and eventual innovative outcomes.Item An analysis of the affordances for learning probability in a commonly used Mathematical Literacy textboo(University of the Witwatersrand, Johannesburg, 2024) Magwaza, Sthembile Lebohang; Essien, AnthonyThe purpose of this study was to explore the examples that are used to present the topic of probability in a commonly used Mathematical Literacy textbook (Platinum Mathematical Literacy) in order to explore the affordances for learning for that are made available to users of this textbook. In this research report, I combine two frameworks, namely the framework for mathematics textbook analysis and the Variation Theory. The Dyadic framework for comprehensive textbook analysis is a result of a combination of the two frameworks. This framework was used to qualitatively analyse the chapter on probability in the Platinum Mathematical Literacy Grade 12 textbook, a textbook commonly used in many South African schools. The results of this study showed that the structure [general structure or example space] should be set out with the intention of exposing the critical features of the object of learning. The study further provided guidelines for textbook analysis to use to select a textbook that will afford learners optimum opportunities to learn.Item Characteristics of school leadership and management in low and high performing schools: voices of SMT(University of the Witwatersrand, Johannesburg, 2024) Ndaba, Mandisa Chardeen; Chakane, M.The purpose of this research was to explore the school leadership and management characteristics in high-performing schools (HPSs) and low-performing schools (LPSs), with a focus on how their characteristics (based on their roles and responsibilities) contribute to the quality of the schools. By concentrating on both HPSs and LPSs in the Tshwane South District, the research identified specific characteristics among the participants, with the emergent subthemes: i. Shaping the direction and managing the school as an organisation ii. Managing teaching and learning and assuring accountability iii. Working with and for the community These factors influenced schools’ quality and the researcher delved into leadership theories connected with these characteristics. Employing an interpretive paradigm, the study established its philosophical foundation through document analysis and semi-structured interviews. The results highlighted the necessity for varied leadership approaches, placing particular emphasis on the significance of the participative leadership theory in HPSs. In challenging the concept of a universal leadership model for school excellence, the study introduced a theoretical framework linking the model of school effectiveness and theories of school leadership to form theoretical pluralism and comprehend the intricate dynamics of leadership and management in public schools. It also advocated for the further exploration of participative leadership as a key aspect in achieving excellence in education.Item Foundation Phase teachers’ experiences of compulsory mask wearing on teaching language and literacy in the foundation phase(University of the Witwatersrand, Johannesburg, 2024) Manikai, Tarumbidzwa; Martin, CameronThe World Health Organisation (WHO) upgraded the COVID – 19 outbreak to a pandemic status on the 11th of March 2020. In response to this global initiative, the South African Government announced a state of disaster on the 15th of March 2020. This was immediately followed by the closure of South African schools on the 18th of March 2020, to minimise the infection rate in the country. The national closure of schools affected the education sector greatly. The re-opening of schools was agreed on by the Department of Education, under stipulated conditions that all teachers had to adhere to the Standard Operating Procedure guidelines. One of the Standard Operating Procedures guidelines was the compulsory mask wearing in the classroom, which in turn resulted in numerous challenges for the teachers, inclusive of foundation phase teachers, regarding the teaching of language and literacy. This necessitates the desire to investigate the experiences of the teachers regarding teaching of language and literacy, and the pedagogical strategies utilised to addresses these challenges. This research study sought to investigate the foundation phase teachers’ experiences regarding compulsory mask wearing whilst teaching language and literacy. A qualitative case study approach was used, and data collected via semi-structured interviews. Six foundation phase teachers were interviewed, two from each grade ranging from grades 1 – 3. Two primary schools in Johannesburg North were chosen, one government and the other independent, so as to obtain diverse and balanced views pertaining to research participants’ responses. The theoretical framework used to guide this study was the Chomsky LAD theory, which emphasised that language acquisition in children initiates in the brain using what Chomsky (1986) calls a “language acquisition device” LAD. The key findings were grouped into four themes. From theme one, the challenges encountered when teaching phonics revealed how the use of compulsory mask wearing in the classroom obstructed the teachers’ conventional teaching methods regarding language and literacy in the foundation phase. Theme two illustrated the impact on communication and teaching language and literacy during compulsory mask wearing period. Theme three illustrated the importance of facial expression to teaching language and literacy, and theme four illustrated that innovative strategies were essential when teaching during COVID – 19. Overall, the research study findings revealed that the compulsory mask wearing had a negative impact on the foundation phase teachers, with regards to teaching 4 language and literacy pedagogy. It is therefore recommended that the South African Department of Education must consider the inclusion of the teachers in the drafting and compiling of such regulations which need to be implemented in the classrooms with regards to teaching in the future.Item L.S. Vygotsky’s Theory of the Development of Higher Mental Functions and Defectology – A Challenge or Support for the Contemporary Notions of “Inclusion” and “Inclusive Education” in South Africa?(University of the Witwatersrand, Johannesburg, 2024) Sousa, Danica; Rashad BagusVygotsky’s explanation of the cultural-historical development of higher mental functionsis generally known but his ideas on “defectology” is less well-known and not usuallydiscussed in the context of his overall theory. To address this shortcoming this researchreport provides a detailed exposition of Vygotsky’s theory of the cultural-historicaldevelopment of higher mental functions and then shows how his thinking aboutdefectology extends on the general theory. Following this exposition, the reportestablishes the extent to which Vygotsky’s ideas on defectology is consonant with, or achallenge to, the contemporary ideas of Inclusion and Inclusive education as it isunderstood and “implemented” in South African educational thinking and practice. Basedon this analysis, the report argues that Vygotsky provided a nuanced, and “moreinclusive” understanding of developmentally “normative” and “non-normative” childrenthan that provided in the South African policy on Inclusion and Inclusive Education.