3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Exploring the value of a teaching and learning intervention (using an assessment as learning-conceptual thread approach) in addressing acquired learning deficits in mathematics in South Africa(2017) Butchart, TraceyThe purpose of this study was to evaluate an assessment as learning – conceptual thread approach to the teaching and learning of Mathematics. The focus was on South African high school learners with acquired learning deficits that were causing functioning at levels as far back as Grade 2. Using a mixed-methods design, the study’s key findings are: that learners can catch up between 3-6 grade levels despite limited contact time through using a diagnostic assessment as learning – conceptual thread approach for targeted intervention; that learners’ acquired learning deficits are not necessarily insurmountable; and that Grade 10 is not too late to catch up on learners’ grade-level achievement in Mathematics. The assessment as learning – conceptual thread approach provided value: for teachers in revealing the nature of learner difficulties; and for learners enabling their metacognitive activation and stimulating the advancement of their metacognitive skills. Learners developed skills of error detection, diagnosis and analysis; awareness of strengths, weaknesses, learning needs and opportunities; self-reflective performance analysis and self-evaluation of improvement strategies.Item Learning and leadership as key to organisational development : a study of how a non-governmental organisation (NGO) in the South African educational field grew from a regional entity into a national entity.(2015-05-15) Ncokazi, Sandile WashingtonThis study examines the nature of learning organisations with a special focus on how these organisations manage to sustain and reinvent themselves despite changing contexts. In particular, the study focuses on one NGO operating in the South African education field. The intention of this research report is to determine how the specified organisation has been able to sustain and expand its operations while remaining effective and relevant despite changing political, economic and social contexts. The findings of the study have been drawn from interviews held with key personnel who presently work or previously worked for the organisation under study. Data from the interviews was triangulated with data extracted from the organisation’s annual reports. The data shows that the organisation grew from a regional entity to having offices all over South Africa. In order to do so, the organisation had to adapt to changing circumstances which it did by learning from experts and other organisations worldwide that were involved in similar pursuits. From these sources, the organisation learnt about innovative literacy materials and development strategies. The spearhead for many years behind these developments was a leader with a strong and charismatic personality and so, ultimately, it is difficult to distinguish between her personal learning and the organisational learning that took place.Item Trends in learning styles amongst black and white South African learners in a multicultural classroom(2014-05-19) Levinrad, LanceThere is a growing body of literature supporting the importance of recognising individual learning styles and teaching styles. Using More's model, this study explored the prevalence of learning style profi'es amongst different racial groups within multicultural South African classrooms. Seven teachers at two multiracial, English medium schools completed the More Learning Style Inventory for 38 white learners and 30 black learners with a mean age of 11.4 years. In addition, each teacher completed the More Teaching Style Inventory. The findings suggested that learners from different racial groups showed a preference on certain learning style dimensions. In particular, white and black learners were found to differ significantly on the Global-Analytic and the Trial & feedback- Reflective dimensions. Furthermore, an investigation of teaching styles supported mismatches between teachers’ teaching style and learners’ learning style, especially where learning style differences emerged. This study highlights the possible usefulness of learning style research for addressing the challenges faced by teachers in facilitating racial integration in classrooms.Item Retired but not tired : retirement a trigger for learning.(2012-03-12) Diseko, Ohara NgomaThis qualitative study employing ethnomethodology investigated whether previously employed African women between 50-59 years, termed near-old, turned to learning as a coping strategy after losing their jobs. Reflexive discussions, termed ‘herstories,’ were analysed. Whether the women experienced true crisis as a result of cessation from work, how they made meaning as they aged and to what extent retirement was a catalyst for learning formed the central lines of probing. The findings revealed that the near-old women did not consider the transition to old age a crisis. Crises in their experiences were more permanent and emotionally devastating. Meaning schemes and perspectives were transformed as they encountered unbearable work situations. Critical reflection on the situation led to action resulting in them exiting formal employment. There was strong evidence of self-directed and life-long learning. The women sought out new knowledge and skills in order to cope in the competitive work of consultancy. Instances of positive adult development attested to Mezirow’s theory of transformative learning and Brookfield’s reflective thinking. The study highlighted the need to use adult education strategies in order to promote critical reflection and to ‘conscientise’ older people about their deeply embedded beliefs that are often entrenched by their socialisation.Item Evaluating the effectiveness of Harcombe's cognitive approach to literacy instruction in improving literacy learning in a South African university training setting.(2010-06-25T10:16:28Z) McMahon-Panther, GailAlong with various contextual factors, the method of literacy instruction is recognised as one of the main reasons for low levels of literacy learning both locally and internationally. Harcombe’s CATLI process is offered as an alternative literacy methodology, firstly since its constructivist, ecosystemic underpinnings endeavour to address as many contextual issues as is possible, and secondly, because the CATLI process attempts to address some of the gaps in other literacy instructional programmes. The current study aimed to evaluate the CATLI process as a viable alternative to traditional methods of literacy instruction. In addition, the study aimed to evaluate the effectiveness of using the constructivist approach to train university students in the CATLI process. The sample comprised trainee learning support specialists and one parent per learner receiving the CATLI intervention at the community centre at a Johannesburg university in 2007. Quantitative and qualitative data obtained by means of questionnaires and extant records provided evidence that all learners showed improvement in literacy skills as well as general development, ascribing the effectiveness of the process to being underpinned soundly by social constructivism and associated theories. For the same reason, trainees considered their training sufficient.Item Learning with/from others : teachers' perceptions of peer collaboration and group work in the OBE classroom.(2008-09-10T13:36:27Z) Byers, NicolePost 1994 the South African education system has focused on creating education for all under a single core syllabus. It also stressed the need for a shift from the traditional teacher-centred approach to a learner-centred approach. As a result, the shift was made from an aims-and-objectives education to Outcomes Based Education (OBE). OBE has placed a different set of demands on teachers and the way in which they assess. Specifically teachers are required to use peer collaboration to bring about learning and simultaneously assess that learning has transpired. However, many teachers are left feeling uncertain about the efficacy of OBE. This report reviews the relevant literature as well as theories needed to understand the process learning. The objective of this research report is to establish teacher’s current perceptions are of OBE. More so, the research aimed to ascertain how useful peer collaboration is in facilitating learning. The results from this study show that teachers are uncertain about the efficacy of OBE. Although a significant number of teachers strongly agree with the underlying principles of OBE they feel that implementation as intended by policy makers is idealistic. Furthermore, they are conflicted about the notion that peer collaboration can sufficiently facilitate learning. Lastly, the findings of this study suggest that in implementing peer collaboration successfully, tenets from social psychology such as group dynamics need to be considered.Item Using phenomenography to explore the relationship between students perceptions of the learning context of their first-year engineering course and their approaches to learning.(2006-10-26T10:30:15Z) Henning, Lesley Ann.;Phenomenography is an area of research which focuses on identifying and describing the qualitatively different ways in which people understand phenomena in the world around them. In this research, a group of first-year chemical engineering students at the University of the Witwatersrand were interviewed in order to explore their perceptions of certain aspects of the learning context of their compulsory engineering course, Introduction to Process and Materials Engineering. The findings comprise descriptions of their different perceptions concerning the organization, content, teaching and assessment practices in the course as well as their perceptions of certain aspects of constructivism on which the course is based. Students’ perceptions which influence their approach to learning are categorized according to whether or not they encourage a deep approach to learning. Finally, the implications of these findings for future course development are discussed.Item Schools as learning organizations(2006-10-26T06:47:53Z) Nsibande, Njabuliso H.Since the 1990s, the corporate concept of learning organizations has been promoted as a solution to problems caused by ever-changing educational reforms and as a model for schools in the twenty-first century. Through an indepth analysis of two South African secondary schools in Gauteng, this study examines how organizational learning is nurtured and sustained, and considers whether and how the concept of learning organizations is applicable in schools. Three perspectives on learning organizations are considered: the normative, developmental and capability perspectives. The investigative framework links theories on organizational memory, organizational learning, organizational change and complexity theory to provide insights into why some organizations are ‘smarter’ than others and why educational reforms and innovations often fail. The study used a multi-method approach, within a nested case design, at two contrasting schools, each facing the challenges of a changing society and education system, but under very different conditions: a state school in a poor informal settlement and a wealthy faith-based, independent school. Research participants included two principals, four heads of departments, ten teachers and fourteen learners. Although learners were included, the study focuses primarily on teachers and school leaders. At each school, key informants were selected from among those acknowledged to have contributed significantly to the school, either individually or as team members. In-depth interviews, as well as teachers’ narrative accounts of their own learning and unlearning, and a variety of schoolgenerated documents provided the data set. Two approaches were used for the stories of learning and unlearning – personal writing and elicitation through narrative interviews. Findings pertain to participating schools, but also provide a basis for more general claims. In ethos, practices and leadership, both schools reflect a deep commitment to improving learners’ lives. However, schools cannot operate as learning organizations unless they can harness individual staff members’ aspirations as well. Internal and external circumstances impeded organizational learning and reciprocal professional commitment among staff. These included: personal problems; an individualistic school learning system with limited social interaction; concomitant anxiety about collaborative professional learning; a value system that favours competition; routine rather than reflective contexts for professional learning and communication; and unacknowledged gender issues. Another feature of a learning organization is a reflective openness to change. Yet both schools strive for stability and conformity to rules, and neither has developed tools for recognizing turning points, disjunctures and triggers for change. Learning organizations emphasize collective learning; yet teachers and department heads are ‘starving’ for personal recognition, especially in cases where they have become multi-skilled in the course of career advancement. The study also analyses complexities of school leadership and resulting trade-offs that have to be made between satisfying the diverse needs of school members and responding to external demands, especially at the level of policy. Overall, the vi study demonstrates that while the related concepts of learning organizations and organizational learning are generative for understanding, structuring and leading schools, the definitive purposes of schools and the external pressures one them preclude a simple transfer from the corporate world.