3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Learner performance at the School of military justice (SoMJ)(2014-02-18) Make, Maria MmotsiThe first key to wisdom is this - constant and frequent questioning, for by doubting, we are led to question and by questioning we arrive at the truth (Pierre Peter Aberlard). lll The purpose of this study is, to investigate possible contributory factors to poor learner1 performance at the School of Military Justice (SoMJ) on Advanced Military Law Course, the trend that was noticed after the implementation of Outcome-Based Education (OBE) in 2009. The determination of the nature of challenges that might contribute negatively to learner performance at SoMJ will be concluded. My hypothesis is that since the accreditation of SoMJ as a service provider and implementation of OBE, a trend of poor learner performance has been noticed. This might impact negatively on the South African National Defence Force (SANDF) and ultimately poor performance at the workplace. A qualitative method was used, the reason being qualitative method will describe social reality from the point of vlew of participants within the system studied as well as supported by the relevant data collected. A qualitative phenomenological method to prove the hypothesis of this study was conducted. One-on-one semi-structured interviews corroborated by analysis of document relevant to the research questions and the concept of study was used. The study explored the perceptions and experiences of twenty seven volunteer learners who attended the Advanced Military Law Course during 2010, 2011, 2012, the specialists from the management group and facilitators in terms of the research questions. As demonstrated by data collection and data analysis processes, five themes emerged, namely global view of changing approaches to education, South African view of changing education approaches, Military Education, traditional learning versus OBE and contributory factors to learner performance (adult learning) .The findings of the study revealed that there is actually a high rate of incompetence after the first assessment attempt. A lot of factors that might contribute to poor learner performance were identified and investigated. Recommendations based on the findings of the study will guide the Defence Legal Services Division (DLSD) on measures to improve the current learner performance at SoMJ.Item Improving the quality of matric learner performance in mathematics and science in Gauteng(2014-02-03) Ngobese, Constance NompumeleloThe foremost argument of this research is that the quality of matric learner performance in mathematics and science is poor. The objective of the research is to investigate the factors leading to poor performance in mathematics and science at matric level in Gauteng, South Africa. The research seeks to validate whether or not decision-making, policy and planning contribute to poor learner performance. Five documents addressing mathematics and science education matters were analyzed. Six candidates were interviewed to determine the causes of poor performance in mathematics and science at matric level in Gauteng and how the quality of learner performance could be improved. The findings confirmed that the quality of passes in mathematics and science is indeed poor and showed that the National Policy on Promotion and Progression Requirements Grades R-12 in particular contributes to this poor quality of learner performance. They also confirmed that poor decision-making at strategic level and poor planning are also contributors towards poor learner performance. Scenario planning, as a strategizing foresight tool, was employed to create the Gauteng scenarios for mathematics and science education in 2022. A recommendation is made that the GDE should use these scenarios as learning tools when preparing for the future and to improve their planning and decision-making processes.Item Learner performance disparities between former white and former black schools in Gauteng Province of South Africa after more than a decade of democracy.(2011-05-19) Baloyi, Hlengani GoldwinA Five-pillar conceptual framework -good social environment, focused instruction, well-trained and regularly supervised teachers, family background and language of learning and teaching- is used in this dissertation as a theoretical construct through which to make sense of persistent learner performance disparities between former white and former black schools in the South African public education system. This is a largely qualitative research project which employs a case study approach within a study area comprised of four purposive sample schools. The study is exploratory in nature in that it seeks to investigate why former white schools continue to perform better than former black schools despite massive educational changes made since 1994. I argue in this dissertation that teaching and learning processes between former white and former black schools are still fraught with huge inequalities, hence learner performance disparities. In other words, despite the investment, inputs and strategies since 1994, the education system in historically black schools is not working largely because of issues of classroom practice. A multi-method approach for data collection purposes was used in this study: testing, interviews, observations, intensive literature review and documentary analysis. Learner focus groups, maths teachers, teacher union representatives and school principals formed the backbone of research respondents in this project. The results show immense and unrelenting prevalence of inequalities and variations between former white and former black schools in terms of almost all aspects of teaching and learning processes. The essence of the results is that for the South African education system to achieve equitable learner performance across all schools, it must first achieve equity in terms of teaching and learning processes and needs.