Electronic Theses and Dissertations (Masters)

Permanent URI for this collectionhttps://hdl.handle.net/10539/37987

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    The challenges faced by school-based role-players in the implementation of SIAS: A comparative study
    (University of the Witwatersrand, Johannesburg, 2024) Iturralde, Inge; Bekker, Tanya
    The policy on Screening, Identification, Assessment and Support (SIAS) (DoE, 2014) is an inclusive policy enacted at school level which is designed to support inclusive education imperatives of Education White Paper 6 (DoE, 2001). The effective implementation of SIAS correlates with successful provisioning for learner support to enable access to quality education for all. However, it appears that there are multiple challenges experienced by school-based role-players to the implementation of the SIAS policy in schools, hindering it from achieving intended outcomes. Although limited research on challenges to SIAS implementation is available, a disjunct between policy and policy implementation is evident in literature regarding other inclusive education policy implementation in South Africa, setting the expectation that the SIAS policy is no different. This qualitative research study used a comparative case study design to determine the challenges to SIAS policy implementation experienced by school-based role- players at one mainstream school and one Learners with Special Educational Needs (LSEN) school in Gauteng. Participant perceptions, collected through the use of focus group interviews and open-ended questionnaires, were analysed using thematic content analysis in order to understand common challenges, as well as to identify challenges that were unique within each school context. The theoretical framework used the medical model of disability and the social model of disability as a lens through which to view the SIAS policy. The study findings demonstrate a complex interplay between the social and medical models of disability in how they inform teachers perceptions- and subsequent implementation- of the SIAS policy as a challenge to its enactment. Additionally, findings highlighted challenges with teacher perspectives and understandings of inclusion and the purpose of the SIAS policy, training and support of teachers and School Based Support Teams (SBSTs), communication and support amongst stakeholders, relationships and collaboration amongst stakeholders, form completion and documentation, variations in implementation procedures, class sizes and human resources, and policy incongruence with other policies. iv At present, there is a gap in available literature on the implementation of the SIAS policy as current literature tends to focus on the challenges experienced by District Based Support Teams (DBSTs). This study positions itself to address this gap by focussing on challenges faced by SBSTs and teachers themselves. Furthermore, this study expands on understandings of challenges to inclusive policy implementation. In doing so, the recommendations made intend to improve aspects of SIAS policy implementation in order to better support inclusive education imperatives and to secure more efficient and effective support for learners at the school level to ensure quality and equitable education is an accessible reality.
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    The Principals’ Instructional Leadership Practices in Well-performing and Underperforming Secondary Schools in One Township, in Ekurhuleni: A Case Study
    (University of the Witwatersrand, Johannesburg, 2024) Mosimango, Lebogang; Mthembu, P.E.
    In recent years, educational leadership has received its fair share of debate in different sectors and for several reasons. Teaching, learning and learner achievement results are at the core of education in schools. As a result, school principals have appeared to be at the centre of it all. When the Minister of Basic Education announces the National Senior Certificate results, the results are either celebrated or criticised based on how their schools have performed. Evidence from empirical studies suggests that a school principal concerned with learner performance ought to subscribe to an instructional leadership style. This study explored principals’ instructional leadership practices in academically well-performing and underperforming schools. The literature used in this study provides evidence that the instructional leadership concept is not new to leadership but has developed over the years. This leadership style is associated with school learner performance given that it defines the purpose of teaching and learning, sets comprehensive school realistic goals, advocates for supervision and evaluation of teaching and learning processes, and provides resources needed for teaching and learning to occur. This study has adopted a qualitative approach via a case study research design. The study is located within the interpretive paradigm. Participants for this study were six secondary school principals in one township in Ekurhuleni district of South Africa. Furthermore, this study used face-to-face, semi-structured interviews as a data generation method. In addition, Webber's 1996 instructional leadership model was used as a theoretical framework for this study. Findings revealed essential instructional leadership practices in academically good performing schools and that, although there were areas and elements of good instructional leadership practices in poor academically performing schools, there is room for improvement. These practices include, among others, developing a clear, realistic vision, creating an environment that allows teaching and learning, supervision and monitoring, and, most importantly, sharing teaching and learning resources. Another finding is that adequate instructional leadership practices are lacking in underperforming schools. v The research concludes that South African secondary schools require good leaders with goals for their schools and leaders who can direct their followers to achieve the desirable results. This implies that the Department of Basic Education is critical in capacitating school leaders who can contribute to the National Development Plan: Vision 2030.
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    Understanding the transformation of knowledge-building during online lessons: An analysis of online teaching material related to Grade 12 Financial Mathematics using Legitimation Code Theory
    (University of the Witwatersrand, Johannesburg, 2024) Naidoo, Anashree; du Plessis, Jacques
    Education institutions in South Africa and around the world had to close their doors during the lock down in response to Covid-19. As a result of this, many educational institutions proactively engaged in remote teaching to promote a culture of teaching and learning even though learners were not in a physical classroom space. This study aims to comprehend the formation and variation of cumulative knowledge that may occur during distance teaching. To accomplish this, a series of online lessons on the topic of annuities is analysed focusing exclusively on semantic density dimension of Legitimation Code Theory (LCT). LCT is a sociological framework developed by professors Karl Maton and Susan Hood. It aims to understand and analyse the ways in which knowledge is legitimized within different social fields, such as education. Semantic Density within LCT refers to one of the key dimensions used to analyse knowledge practices. It focuses on the degree of complexity and abstractness in the language and symbols used to convey knowledge within a particular field. The online teacher (presenter) focuses on annuities in financial mathematics through six lessons where the knowledge is revised and applied in different contexts. This study focused on the analysis of the online lesson transcripts, using a translation device that focuses on the semantic density of the series of six open-source online revision sessions. The outcome of the analysis is plotted in a graphical representation that visually describes the cumulative knowledge building during each lesson. The semantic profiles for each video of the online lessons illustrates the transformation of cumulative knowledge building that has been achieved. The analysis of the online lessons using semantic density have further indicated that the complexity of lessons does not necessarily decrease or limit the understanding of the pedagogy, in this case, financial mathematics. The examples in the online videos moved from simple to complex and demonstrated a link from one example to the next example.
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    Exploring the Integration of Internet in Teaching and Learning of Hospitality Courses at Technical and Vocational Education and Training (TVET) Colleges in Gauteng
    (University of the Witwatersrand, Johannesburg, 2024) Dlamini, Gcebile Delcy; Bothma, P.
    spread of internet in the world has brought about a transformation in almost all spheres of life, including the teaching and learning (Nazan Dogruera R. E., 2011). Internet launched a quick and efficient way to access information, which people use for social, entertainment and educational purposes. When technology transformed the hospitality industry, TVET Colleges were forced restructure their curriculum by integrating technology to produce relevant skills that align with industry needs (Mohammed, 2015 ). This study is a qualitative study designed to explore lecturer’s integration of internet to enhance competency based training in Hospitality in a Gauteng Technical and Vocational Education and Training College. The study used the Technology Andragogy Work Content Knowledge (TAWOCK) model to probe lecturer’s effective integration of internet in Hospitality. The study explored the use of internet in teaching and learning in TVET colleges’ in hospitality subjects. The researcher chose Hospitality lecture’s in the Gauteng region, conducting online one on one interviews on Microsoft teams and follow up phone interviews. The Covid-19 pandemic brought a sudden enforcement of the internet integration and general use of technology in Hospitality studies. Lecturers use technology as a supplementary tool for teaching and learning, with very minimal effective integration in teaching and learning. Currently the internet is used for lesson preparation, communicating with students and colleagues, record keeping and sometimes for research in the classroom. Lecturers lack knowledge and information affordances of internet for teaching and learning as well as technology integration skills and knowledge into teaching and learning.in Hospitality. Recommendation of the study have been to explore the department of higher education’s role in technology integration in TVET Colleges and impact of technology on employee’s skill post Covid-19 pandemic. The study was carried out in the midst of the Covid-19 pandemic, where all TVET Colleges in Gauteng implemented emergency teaching and learning which utilizes internet.
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    Exploring the pedagogical value of ICT in life sciences teaching and learning
    (University of the Witwatersrand, Johannesburg, 2024) Lubisi, Gift Thamsanqa; Ndlovu, Nokulunga Sithabile
    Life Sciences (LS) is a subject that is mostly based on theoretical and practical ideas that may be difficult to prove in a classroom context. It is thus not easy for some learners to grasp. This study therefore sought to explore the use of Information and Communication Technologies (ICTs) by six LS teachers teaching in three grades (10, 11, and 12) in two public schools located in the Gauteng province in South Africa. It sought to investigate how ICT usage enhances learner understanding of LS concepts. A qualitative research design was used for data collection and analysis. Laurillard’s media forms helped to make sense of data from semi- structured interviews and one lesson observed for each of the six teachers. The findings revealed that all participating teachers perceived the effectiveness of ICTs as enabling learners to ‘see’ LS abstract concepts. Their use of ICTs in the classroom was confined to narrative, interactive, and communicative media forms. There is evidence that suggests that the pedagogical value of the technologies is aligned with the teachers’ perceptions as the combination of the three media forms facilitates visualization of abstract concepts— depending on how they are used. Therefore, this research recommends that the use of ICTs (in this case, the smartboards and learner laptops) be extended to the utilization of the adaptive media where learners can be exposed to simulations to help them concretize their understanding of LS. My main argument and findings are that these concepts within the framework will only be effective based on how the teacher views and applies it. I also observed that if learners have access to technologies for learning the subject, potentially better (deeper) learning will be achieved through its use. Moreover, if learners are not given opportunities to apply the learning, engage in a critical way to reveal the importance of ICTs in their lives, pedagogical efforts remain futile. Thus, pedagogical value is key in ICT integration, not only in LS but in all learning.
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    Exploring Experiences of Sociolinguistic Inclusivity and Exclusivity in Mentorship: Experiences of ESL Pre-Service Teachers in Johannesburg
    (University of the Witwatersrand, Johannesburg, 2024) Muringani, Plaxedes; Moosa, Moeniera; Mathebula, Thokozani
    Mentoring is recognized worldwide as an important foundation of teacher education and is central to the professional development of Pre-service teachers (PSTs). Despite this, globally, mentorship does not seem to achieve its goals, and PSTs often face challenges. The study was motivated by a global problem that persists—the exclusion of English second language speakers (ESL) PSTs during mentoring. Yet, in the African continent and the local literature, such problems have been given limited attention. Therefore, sociolinguistic inclusion or exclusion of ESL mentees in South Africa became the subject of my research. This descriptive case study aimed to explore ESL PSTs’ lived experiences of mentorship while on teaching practice at quintiles four and five high schools in Johannesburg by focusing on their social-linguistic inclusion and/or exclusion. The specific questions that this study sought to answer were what ESL PSTs’ perceptions of school-based mentorship are, what ESL PSTs regard as inclusive or exclusive mentoring practices, and how ESL PSTs’ experiences of mentorship made them feel sociolinguistically included and/or excluded during teaching practice (TP). Consequently, the theoretical framework of social inclusion and Hart’s model of participation were used as a lens to understand the experiences of the PSTs in this study. A qualitative research method was used to identify the experiences of the PSTs. Open-ended questionnaires were completed by 22 purposefully selected PSTs from different years of study, and four of the 22 PSTs participated in interviews. The questionnaires and semi-structured interviews were then analysed using an interpretive approach through inductive thematic analysis. The study found that PSTs have diverse understandings of school-based mentorship. They also understood that inclusive mentoring practices mean authentic participation and unconditional mentorship, while exclusionary mentoring practices are a denial of access and opportunity to participate in the community and discrimination against individuals. There is also evidence that some experienced sociolinguistic exclusion, some experienced sociolinguistic inclusion, and some experienced both exclusion and inclusion in the process of mentorship. v Therefore, the study recommends that the office responsible for TP and the English department in the university should take note of the exclusion in schools when ESL teachers teach in certain contexts and take the necessary actions to alleviate the situation. Policymakers should consider revising the separate curricula for English First Additional Language (FAL) and Home Language (HL) in the basic education system as the study confirmed that the FAL curriculum does not equip PSTs with competencies for the HL context, hence the exclusion. It is recommended that further research be conducted to get more in this area of research incorporating different variables.
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    Examining the underlying principles that guide the design of E-Assessment in Higher Education
    (University of the Witwatersrand, Johannesburg, 2024) Abrahams, Yulene Rulene; Bothma, Piet; Makda, Fatima
    This qualitative research study explores the values and perspectives of lecturers regarding contemporary e-assessment practices in a South African context. The research addresses a notable gap in the literature concerning the values and principles guiding e-assessment in the specific context of South African higher education. The overarching aim is to deepen and expand existing assessment principles to better align with the demands of contemporary e-assessment. Employing online interviews with five participants, the study utilizes Sadler’s theory of formative assessment as the theoretical framework to analyze the data. The key findings reveal five essential principles guiding e-assessment: Authenticity, Deepening Engagement, Adaptation, Inclusivity, and Credibility. The study's key findings underscore the importance of reevaluating and enhancing existing assessment principles to meet the evolving landscape of digital education, particularly in South Africa.
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    The job prospects of ICT graduates in internship programmes – A comparison between public sector and private sector internships
    (University of the Witwatersrand, Johannesburg, 2024) Masilela, Bongani Frank; Allais, Stephanie
    The ICT skills paradox is a phenomenon in South Africa where there is industry demand for ICT skills, yet there remain many unemployed ICT graduates. The motivation for this study is to investigate the reason why this demand does not lead to the wholesale absorption of graduates, and how internship programmes remedy this paradox by bridging school and work for ICT graduates. The knowledge gap here lies in why graduates with the requisite skills, do not attain jobs after their graduate internship programmes, despite the demand for those skills in the industry. This paper argues that human capital theory and its application to graduate internship programmes is non-linear, because the investment of learning and upskilling in these programmes does not necessarily guarantee higher wages, and sometimes not even a job offer following the internship. This challenges the expectation of returns from the investment made into the graduates and thus the base assumptions of human capital theory. Secondarily, the paper also argues that even if the assumptions of human capital theory are true, the investment made into the graduates in the form of learning can be impeded by the structure of the programme and the resources that are made available. The quality of the learning thus challenges social learning theory and its assumptions about the impact of learning in and through the work environment. The research design of this paper is qualitative, and it investigates ten case studies of managers from the public and private sectors. The data was analysed by coding the responses of the managers about how interns learn in the workplace, what resources are available for learning in and through work, and finally whether interns are retained and how managers determine which interns ought to be retained. The codes were then measured against the assumptions of human capital theory – specifically if there is linearity in the investment into human capital (learning) and returns (in this study, the attainment of a job after the programme). The study finds that two factors influence the employment prospects of ICT graduates in the labour market. The first influencing factor is the capacity of their programme host organisation to retain their interns as full-time staff, which is informed by government policy and directives, as well as the organisation’s budget for wages. The second influencing factor, where managers have the capacity to retain interns, is the set of skills that the managers screen for, which, in this study, are unanimously soft skills such as problem-solving and “self-motivation”. This study concludes by contemplating the non- linearity of human capital theory as it applies to the programmes that are studied, as well as the limits to social learning theory as it applies to learning in and through work in graduate internship programmes. Following this is a discussion of the remaining gaps in the knowledge and how they could be studied further.
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    An exploration of the integration of ICT in Life Sciences lessons: A case of teachers in Merafong City
    (University of the Witwatersrand, Johannesburg, 2024) Fenni, Sajini; Kazeni, M.
    The advancement of technology in the 21st Century has transformed educational delivery in various ways, including the use of Information, Communication and Technology (ICT), to enhance the teaching and learning process. In line with this trend, the South African Gauteng Department of Education supplied schools with ICT devices for use in the teaching and learning process, with the aim of improving learner performance in subjects such as Life Sciences. To achieve this aim, teachers are required to integrate educational ICT into their lessons. Despite the provision of ICT devices, the performance of Life Sciences learners has remained poor in Merafong City high schools. The reasons for the continued poor performance of learners, despite the availability of ICT devices has been a matter of speculation. Therefore, this study explored the integration of ICT in Life Sciences lessons, in Merafong City high schools. The study employed a qualitative case study design, and six Life Sciences teachers from both township and city government high schools in Merafong City participated in the study. Data were collected using semi- structured interviews and lesson observations, and were analyzed using a thematic data analysis method. The study findings revealed that the participating teachers have positive perceptions about the integration of ICT into their lessons, and they acknowledged the positive contribution of ICT use in the teaching and learning of Life Sciences. The findings also indicated that not all the participating teachers were competent in the use of educational ICT. In addition, a number of challenges faced by Life Sciences teachers during the integration of ICT in their lessons were highlighted. The implications of the findings are discussed, and recommendations on how to improve the integration of ICT in Life Sciences lessons to mitigate the challenges faced are provided.
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    Implementation of the learner progression policy provision and intervention in support of progressed learners within the senior phase: a case study of two different Gauteng public schools
    (University of the Witwatersrand, Johannesburg, 2024) Suleman, Farzaana; De Clercq, Francine
    In South Africa and globally academic learner performance is a huge concern. The National Policy for Assessment (NPA) explains that Grade R – 12 learners are either promoted or progressed from one grade to the next. The National Policy Pertaining to the Programme and Progression Requirements (NPPPR) states that the Department of Education (DBE) defines progression as the advancement of a learner from one grade to the next, excluding Grade R, despite the learner not having complied with all the promotion requirements. The purpose of this study is to investigate the implementation challenges of the learner progression policy in two South African Gauteng Schools through the perceptions of the teaching staff, school management teams, and principals. Further to this, the reasons behind learner progression are explored with a focus on intervention strategies to assist teachers in developing these progressed learners. For this study, a qualitative interpretive paradigm is adopted. The data is generated through semi-structured in-contact open-ended interview questions to explore participant's diverse opinions, interpretations, and meaning-making of the progression policy and its implementation over a broad spectrum. In addition to this, data was generated through the collection of documents. These documents include reports about learner performance, school improvement plans, individual learner support or intervention plans, and SNA (Support Needs Assessment Form) documents in school B. These documents collected were analysed to enrich the data of the relevant categories under themes and sub-themes identified. The outcome of this study reveals that educational policies are often adapted, and mediated by policy implementers as they make meaning of the policy in their diverse contexts. The study revealed that the learner progression policy and its implementation are challenging and complex for all stakeholders of the selected schools. These stakeholders include teachers and SMT members (Principals and Heads of Departments or HODs). Progression is problematic because learners have constant learning difficulties in the grades that they are promoted to as they continue to suffer serious knowledge gaps. Intervention strategies to assist progressed learners are not sufficient and need to start with better teacher training led by the Department of Basic Education (DBE) 719173 6 and the districts. The training must also target the reinforcement of learner language skills to eliminate their language barriers, parental support, and support programmes that are learner-specific and not generalised. It is noted that the progression of learners has a detrimental impact on teachers’ daily teaching which must ‘make up’ for learner knowledge gaps, poor work ethic, and bad behaviour which makes it highly impossible to keep up.