3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Where formal education meets the informal: co-creating museum palaeosciences learning programmes to enhance teaching and learning in the grade 12 South African life science classroom(2024) Van Wyk, GrizeldaThis study follows the introduction of a grade 12 human evolution workshop at the University of Witwatersrand, which was later conducted at schools as well. This study used the Cultural Historical Activity Theory as a theoretical framework with socioculturalism and community of practice as intermediate theories. This was a mixed method study and data were obtained through interviews, observations, pre-and post-tests and a common test in the district. Inductive coding was used to obtain themes. It was found that the learners as well as the teachers found the workshop very beneficial and fun. They especially referred to the hands-on nature of the workshop as the most beneficial part of the workshop. The workshop was aligned to the grade 12 curriculum, and teachers and principals found this part very beneficial. Human evolution is a topic that is found to be very controversial internationally as well as in South Africa and the acceptance of it is low. This workshop managed to increase the acceptance of human evolution amongst the grade 12 learners. The results of the pre-and post-tests indicates a significant improvement of learners’ understanding of the content after the workshop. Learners who attended the workshop, also faired significantly better in a common test than learners who did not attend the workshop. Learners’ performance improved after the workshop, whether they were from resourced or under-resourced schools. Teachers also commented on the fact that they themselves learnt a lot from the workshop, thus, indicating that it could be used for teacher development. The difference between the university-based workshop and school-based workshops were found to be that the learners enjoyed the workshop at the university more. They were able to visit the museum and link this knowledge to the workshop. The school-based workshops benefited the schools, because no teaching time was lost as the workshops were conducted in the afternoons after schooling has taken place. Principals indicated that there are many challenges to sending learners on field trips, but that they were in favour of sending their learners on field trips if these are aligned to the curriculum.Item Investigating an optimized approach to the teaching and learning of genetics & evolution in South African schools(2024) Bodhania, AneesaThis study explores teachers’ experiences of teaching genetics and evolution according to the grade 12 Life Sciences CAPS curriculum in Gauteng Public High Schools. Research has shown that learners are only achieving a 40-50% average in the genetics and evolution sections of their final examinations (DBE, 2017,2018,2019,2020,2021,2022), however, few studies have been undertaken to explore how learners’ conceptual understanding and performance could be improved. In this regard, this study investigates whether the enacted might be a contributing factor to poor performance. To address this, 3 teachers from three different quintile 5 and 2 teachers from 2 different quintile 4 public (1 teacher per school), CAPS abiding high schools, as well as 1 genetics and 1 evolution lecturer to pre-service Life Science teachers, were purposively selected and interviewed to evaluate the topics of genetics and evolution in the enacted curriculum. The data collected from the interviews, participant sequencing suggestions and participant concept maps was analysed through inductive and deductive thematic analysis. In terms of threshold concepts, the data showed conclusively that an understanding of certain genetic concepts (such as DNA, meiosis, mutations, variation, etc.) is essential to the understanding of certain evolution concepts. Regarding the annual teaching plans, it was found that although teachers abide by the proposed plan, they suggest that resequencing evolution to directly follow genetics may improve learner understanding. Lastly, the genetics and evolution lecturers agreed that while the university curriculum is tailored to cover the school curriculum, there are still some areas which are not adequately covered a university level which may result in teachers having some knowledge gaps regarding the school curriculum. Based on the data, a recommendation is made for the reconsideration of the sequencing of genetics and evolution for optimized linking between the topics. However, further research still needs to be done to determine the most effective pedagogical methods for teaching and learning genetics and evolution content in high schooItem Psycho-social factors influencing career decision-making of Grade 12 learners in township secondary schools in Gauteng South Africa(2024) Ajayi, Oluwakemi BolanleConsideration is given to career decision-making as a life-long process that takes individual’s strength and attention over the course of a lifetime. Career decision-making is a developmental process that includes every individual’s duties prior to the beginning of a career and after retirement. Moreover, career decision-making is an important step that requires thorough knowledge of environment and the nation’s economy. In South Africa, many learners in township schools do not have sufficient information concerning career options, and therefore the choices that they make are entrenched in their perception of the perfect occupation, the subjects they select at Grade 10 in secondary school and the influences around them. This could be related to psychological and social factors. In addition, little literature in South Africa’s context is available on career decision-making among learners. Consequently, this study attempted to investigate the psychological and social factors influencing career decisionmaking of Grade 12 learners in township Secondary Schools in Gauteng; South Africa. The study was conducted in the Gauteng East District, one of the educational districts with the greatest concentration of township Secondary Schools. The main goal of this study was to examine the psycho-social factors that influence career decision-making among Grade 12 learners in township Secondary Schools. The study also looked at the challenges that Grade 12 learners at township Secondary Schools encounter while choosing their careers. Finally, the study sought to develop a structural equation modelling that can explain the relationship between psychological and social factors and career decisionmaking. Within the mixed methods research paradigm, concurrent triangulation research design was adopted. Thus, a mixed methods research methodology in which both quantitative and qualitative approaches was adopted. The target population comprised 720 Grade 12 learners at the selected six Township Secondary Schools in Gauteng East District. For the quantitative phase, 204 Grade 12 learners from six distinct township Secondary Schools were obtained using a stratified random sampling technique. A sample size of 23 Grade 12 learners was chosen for the online interviews for the qualitative phase of the study using the purposive sampling method. For the quantitative phase, the research tools such as Locus of Control Scale (LCS), Big Five Personality Inventory (BFPI), Self-Efficacy Scale (SES), Career Interest Questionnaire (CIQ), Parental Influence Questionnaire (PIQ), Peer Influence Questionnaire (PIQ) and Career Decision Making Questionnaire (CDMQ) were used to collect data from learners. For the qualitative phase, semi-structured interviews were used to collect data from learners. Validity of questionnaires was ensured by Keyser Meyer Oklin test while reliability was ascertained by use of Cronbach's alpha. In addition, the trustworthiness of qualitative data was ensured. The findings of the study indicated that the personality types such as extraversion, conscientiousness, agreeableness, and openness to experience, significantly influenced career decision-making of the learners. Furthermore, social factors such as peers, teachers, career information services and older siblings influenced career decision-making among Grade 12 learners. Moreover, the findings revealed that learners whose parents had formal education (university, college, high and primary schools) substantially influenced sound career decisionmaking of the learners. The findings also revealed that family related challenges, school related challenges and community related challenges all influenced career decision-making among Grade 12 learners. This study indicated that Grade 12 learners in township Secondary Schools were most significantly influenced by their career interests. The study also showed that age and gender, as demographic characteristics, had an influence on learners' career decisions. From the structural equation model, of the psychological factors, career interest had the greatest influence on career decision making among Grade 12 learners. The study concluded that personality traits and career interests are important in enhancing effective career decision making and that learners with conscientiousness personality are best placed to make accurate career decisions while learners with neuroticism personality had poor career decision-making skills. The study further concludes that peers and friends have an influence on Secondary School learners' career decisions, which is an aspect that learners should be aware of while choosing their careers. In conclusion, the psycho-social model for career decision-making is appropriate and fit for demonstrating the structural relationship between psychological, social factors and career decision-making among Grade 12 learners. From the findings, the study proposes an 8-stage Career Decision Making Model which could assist learners in Secondary Schools to make specific career decisions. The study recommends that the Department of Basic Education should develop skills training and career intervention programs such as career expos to be held in schools to introduce learners to numerous vocations rather than focusing just on content or academics. In order to provide teachers with the social, career development, and educational skills necessary to meet the needs of learners, the Department of Education should train and retrain teachers who specialise in guidance counselling (Life Orientation teachers), and guidance training should be given priority in funding.