3. Electronic Theses and Dissertations (ETDs)

Permanent URI for this communityhttps://hdl.handle.net/10539/37773

For queries relating to content and technical issues, please contact IR specialists via this email address : openscholarship.library@wits.ac.za, Tel: 011 717 4652 or 011 717 1954

Browse

Search Results

Now showing 1 - 10 of 584

Constructing Knowledge is More Complex: Opposing the Uncritical Adoption of Pop Psychological Fads and Neuromyths in Education among teachers in private schools in Midrand, South Africa
(University of the Witwatersrand, Johannesburg, 2025-04) Jacob, Lizanne Leslie; Aloka, Peter
This study examined the rise of pop psychological fads and neuromyths within education, which are false or misleading beliefs that lack scientific validation but are widely adopted. Pop psychology often offers quick solutions to complex problems, while neuromyths—misunderstandings about brain function—have become prevalent in educational practices. Teachers may also resort to these unproven concepts due to a lack of understanding of the complexities of learning, leading to ineffective teaching strategies. Although these beliefs may seem appealing, they can waste resources and time, and their uncritical adoption in classrooms can hinder evidence-based teaching methods and ultimately harm student learning outcomes. The study highlights the importance of moving beyond these myths to embrace more scientifically supported approaches in education. However, there is dearth of literature in South African context regarding adoption of neuromyths and fads among teachers, and this is the research gap that was filled by this PhD study. This study aimed to investigate adoption of Pop Psychological Fads and Neuromyths in Education among teachers in private schools in Midrand, South Africa. The study was informed by two theories, Feuerstein’s Mediated Learning Experience Theory and the Constructivist Learning Theory. Within an interpretivist paradigm, the study adopted a qualitative research methodology, and a multiple case study design was utilized. Data was collected from four private schools in Midrand, Gauteng, South Africa. The study sample size comprised 20 trained professional teachers from four private schools in Midrand, South Africa, with five teachers selected from each school. The teachers were chosen using purposive sampling method. Semi-structured interviews were used as tools to gather data. The four criteria—credibility, dependability, confirmability, and transferability—ensured the reliability and validity of qualitative data. Thematic framework was used to analyse the qualitative data from interviews. The study findings indicated that many teachers, despite being aware of prevalent neuromyths like the left brain-right brain myth and learning styles, continue to incorporate these misconceptions into their teaching practices. The findings also reported that teachers gather knowledge from a range of sources, including professional development, media, and peer discussions, but often fail to critically evaluate the credibility of this information. Thus, many teachers believe in fads and neuromyths about learning and brain function, despite evidence against this. The findings also indicated that teachers acquired these fads from sources like professional development seminars and media. The study concluded that misinformation-based strategies often do not improve learning outcomes compared to scientifically validated methods, emphasizing the importance of critical thinking and evidence-based decision-making. The study further concluded that many teachers, despite being aware of prevalent neuromyths, still incorporate these misconceptions into their teaching, often due to a lack of critical evaluation of the sources of information they encounter. The study findings have led to the development of framework for continuous professional development to help address misconceptions from neuromyths and fads, which aims to help teachers critically assess and eliminate unscientific practices, fostering a culture of evidence-based teaching to improve student outcomes.
Investigating the use of Translanguaging in Reading Literacy among Multilingual First-year Tourism Students at a University of Technology in South Africa
(University of the Witwatersrand, Johannesburg, 2024-06) Chihobo, Akulina; Makalela, Leketi
The study aimed to investigate the efficacy of translanguaging in the reading literacy of multilingual tourism students at one of South Africa’s technology universities. To fulfil this aim, 30 multilingual participants from a tourism course participated in this study. This study was centred on translanguaging practices in a multilingual classroom in Gauteng province in South Africa and was based on three frameworks: heteroglossia, Ubuntu translanguaging and new literacy studies. The study used quantitative and qualitative data analysis. The study revealed that students demonstrated enhanced comprehension levels in recall, reorganization, inference, evaluation, and application when translanguaging practices were integrated into their reading. This finding suggests that the translanguaging intervention had a positive effect on the reading literacy of the participants. Translanguaging not only helped to enhance the reading literacy of participants but also promoted positive identity construction among the students. This study meant that translanguaging is an all-rounder pedagogy that offers cognitive benefits and transforms both the learning space and the individual. It is argued that translanguaging is better for helping students with reading literacy in higher education. Therefore, this study recommends that lecturers in higher education should practice translanguaging in their classrooms to solve the students’ reading woes and help build their identities. There is a need to expand the translanguaging and reading literacy field to more technical subjects like engineering and information technology in higher education.
Citizenship education and learners with mild-intellectual disabilities in South Africa: A critique of post-apartheid citizenship education policy
(University of the Witwatersrand, Johannesburg, 2024-12) Mnisi, Nomsa; Mathebula, Thokozani
Citizenship education, as a knowledge branch of the philosophy of education, affirms and educates learners in schools about citizenship as a legal status, feeling of belonging and the practice of activism in preparing them for citizenship participation. Globally, citizenship education policy is segmented between liberal, communitarian and civic republican strands. Arguably, contemporary communitarianism and civic republicanism are apt to accrue educational benefits that foster the development of learners with mild-intellectual disabilities’ intellectual and adaptive functions, yielding effective citizenship. The study’s research problem is citizenship education policy embraced upon classical liberalism, which individualises learners with mild-intellectual disabilities in post-apartheid schools. As an unintended consequence of policy, the social problem becomes the exclusion of learners with mild-intellectual disabilities, who are left in the doldrums and characterised as passive citizens. The conceptual and philosophical study uses philosophical research in education as a methodology, with Frankena’s three methods of enquiry serving as a methodological approach. In addressing the problem, Critical Disability Theory and Tomaševski’s 4-A scheme framework are adopted as theoretical lenses which form part of the transformative paradigm to critique policy under the prime objectives of attaining social justice and human rights. The central argument of the study asserts that the implementation of post-apartheid citizenship education policy reflects a tendency to adopt and overemphasise classical liberal strands of citizenship. In the critical analysis of citizenship education policy, the liberalism explicated undermines and underemphasises the educational benefits of contemporary communitarianism and civic republicanism. Invariably, the theoretical contributions of social justice and human rights when educating learners with mild-intellectual disabilities in post-apartheid South African schools are not supported. By shifting the pendulum between the ideals of citizenship education policy and its implementation, strategies are presented to help learners find their identity as a means of fostering agency, community involvement and responsiveness, while also balancing formal knowledge and experiential learning. In looking to the future, citizenship education in schools under communitarianism in a civic-orientated Republic of South Africa is proposed in which learners with mild-intellectual disabilities’ intellectual and adaptive functions can be developed for effective citizenship.
Teachers’ self-efficacy beliefs in teaching learners with learning barriers in one mainstream secondary school in Soweto
(University of the Witwatersrand, Johannesburg, 2024-10) Twala, Busisiwe Prudence; Ajayi, Oluwakemi; Aloka, Peter
Examining teachers' self-efficacy is crucial in the field of inclusive education. This concept plays a vital role as it directly influences how educators address the unique requirements of learners facing learning challenges. Despite its importance, there are significant gaps in research within the South African context regarding the obstacles teachers encounter when implementing inclusive education, particularly in relation to self-efficacy. The absence of thorough research could be a factor of the ongoing, valid worries in township high schools. Several research conducted globally demonstrate how self-efficacy attitudes regarding inclusive education influence teaching methods and could be advantageous to learners. The primary goal of this study was to find out about teachers’ self-efficacy beliefs in accommodating learners with learning difficulties in a mainstream township high school in Soweto. This research employed a qualitative method that worked with the interpretive research paradigm. The study's design was a case study. Using the purposive sampling method, the sample size of eight teachers from grades 8–12 at the chosen school was determined. For the eight participants, a semi-structured individual interview was used as the study tool. Thematic framework analysis was utilized to facilitate the examination of internal data. Additionally, the reliability of the qualitative data was guaranteed. The research findings revealed varying levels of self-efficacy among teachers in accommodating diverse learners in their classrooms. Educators with high self-efficacy demonstrated superior organizational skills and were more happily effective in teaching learners with learning disabilities despite the contextual challenges. Conversely, those with low self-efficacy perceived inclusive education as challenging due to the psychological and social hurdles faced by both teacher and learners in the school environment. Additionally, the study identified several strategies employed by teachers to support learners with disabilities, including differentiated instruction, scaffolding, and responsive teaching techniques. The study utilized certain strategies with the goal of incorporating students with learning challenges into regular classrooms. The research suggests that educators need to tackle serious hurdles affecting their own efficacy in teaching effectiveness. It further proposes that continuous professional development programs should be organized by the Education Department, focusing on better understanding and implementation of SIAS policy (Screening, Identification, Assessment, Support Provisioning and Monitoring).
The Impact of using Monolingual pedagogies in South African Classrooms on the Academic Performance and Social Inclusion of African Learners who are Learning through an Additional Language
(University of the Witwatersrand, Johannesburg, 2024) Shumba, Thato Jessica; Charamba, Erasmos
Within the South African educational landscape, a critical challenge arises when transitioning to an additional language as the sole medium of instruction. This hasty embrace often neglects the crucial development of both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in the learners' first languages, also known as their mother tongue. This oversight is particularly concerning when implemented as early as grade four, as the pressure of globalization often dictates a swift shift from mother tongues to English as the primary language of instruction. This abrupt linguistic transition exacerbates existing educational disparities, highlighting the urgent need for a critical examination of language policies and their practical implementation within South African schools. This study employed a mixed-methods approach to investigate whether monolingual pedagogies contribute to the academic performance of Grade 4 learners studying in an additional language (English) different from their mother tongues. The research took place in a township school in Kaalfontein, predominantly populated by Black African learners with no prior exposure to English outside the classroom setting. The mixed-method design involved two key data sources: a sample of approximately 140 learners divided into control and experimental groups, and a range of data collection tools. Both groups participated in pre- and post-test assessments to gauge their academic progress in English, while the experimental group received additional interventions employing translanguaging and multilingual pedagogy approaches. These approaches deliberately intertwined learners' home languages with English in the learning process. Data from classroom observations and semi-structured interviews with participants further enriched the study. Quantitative data from the written tests was analysed using R-computing software, while interview responses were analysed through Glaser and Laudel's model of grounded theory. The paired t-test revealed statistically significant differences in post-test performance between the groups, favouring the experimental group. This suggests that the translanguaging and multilingual interventions positively impacted learners' academic performance in English, providing them with a valuable bridge between their home languages and the language of instruction. This study's findings offer compelling evidence that monolingual pedagogies may not be the optimal approach for learners acquiring an additional language. By incorporating translanguaging and multilingual strategies, educators can leverage learners' existing linguistic resources, fostering deeper understanding and ultimately improving academic outcomes in diverse educational settings.
Learner Leaders’ voices on the male dropout in secondary schools in Mogale City: A Qualitative Case Study
(University of the Witwatersrand, Johannesburg, 2025-03) Sahula, Mpho Siphokazi Gift; Mthembu, Pinkie E.
This study explores the views of learner leaders on challenges and solutions to male learner dropout in secondary schools in Mogale City, South Africa. With the input of those learner leaders who serve on the Representative Council of Learners (RCL), the objectives of the study are to investigate the complex challenges male learners face, which contribute to their dropping out. Further, the study aims to identify strategies that learner leaders propose to enhance inclusivity and reduce dropout rates. The premise of these objectives is to give learners a voice in identifying and providing solutions to the problems they encounter, as this is something that is missing in the literature. The study was informed by two theoretical frameworks: Critical Theory and Empowerment theory. The study used an interpretive paradigm with a qualitative approach, as it used a case-study design. Data generation relied on semi-structured interviews with 11 participants in two schools that were purposefully sampled. Subsequently, critical thematic analysis, using a hybrid of inductive and deductive approaches, was employed to identify data patterns and themes, resulting in 10 main themes and 20 subthemes. Participant’s anonymity and confidentiality were addressed as each participant was given a pseudonym. Besides, ethical considerations were observed in this study. The findings suggest that male learners encounter several challenges that propel their dropout, and the system must provide more support to validate their dispositions and experiences. Furthermore, the findings reveal that learners hold the solutions to their challenges but require a platform to implement them, given that the RCL platform is undermined by other stakeholders in school governance. These interventions may lead to reduced dropout rates and enhance inclusivity in the education system.
An investigation into the factors that hinder the implementation of inclusive education of learners with physical disabilities in one selected private mainstream school in Vhembe district, Limpopo
(University of the Witwatersrand, Johannesburg, 2025-03) Murembiwa, Nakisani; Aloka, Peter
Inclusive education (IE) advocates for full inclusion of learners with disabilities (LWD) into mainstream schools, and it emphasises the right of all learners to access equitable quality education within the same learning environment. In South Africa, the 2001 Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (EWP6) reiterates the need for a transformation of the education system to accommodate all learners. However, despite this policy, learners with physical disabilities (LWPD) in the Limpopo Province of South Africa often face significant challenges in mainstream school settings, highlighting a persistent research gap between policy intentions and practical realities. This study aimed to investigate the teacher related, school related and policy related factors that hinder the implementation of IE of LWPD in one selected private mainstream school in Vhembe district, Limpopo and to propose strategies to address these hinderances. This study adopted a theoretical framework that combined the Social Model of Disability and Bronfenbrenner’s Ecological Systems Theory. A qualitative methodology within the interpretivist paradigm was employed, utilising a single-case study design. Purposive sampling was used to select six teacher participants from various grades and subject disciplines. Data was collected through semi-structured interviews and analysed thematically. All ethical considerations were upheld, including obtaining ethical clearance to guarantee that the study adhered to rigorous ethical standards. The findings revealed that the teacher related factors that hinder the implementation of IE of LWPD include lack of training on IE, lack of knowledge, low self-efficacy, and lack of exposure among teachers in teaching LWPD. School related factors include inadequate infrastructure, few sporting opportunities, lack of awareness among able-bodied learners regarding physical disabilities, discrimination, bullying and isolation of LWPD. Policy related factors include lack of knowledge on IE policies, incorrect knowledge on IE policies, lack of dissemination of IE policies to teachers, mixed up knowledge on IE policies among teachers and curriculum overload. Strategies include provision of physical resources, teacher training on IE, teachers’ exposure to IE policies and educating able-bodied learners about disabilities to raise awareness. The study recommends that the Department of Education (DoE) should offer in-service training for teachers and improve this school’s infrastructure.
Teachers’ Perceptions and Practices of Inclusive Education: A case of one Full-Service school in Soweto
(University of the Witwatersrand, Johannesburg, 2024-10) Motsamai, Refilwe Penelope; Mokala, Ntsoaki T.
South Africa developed several inclusive education policies, including the South Africa Schools Act, the Constitution of the Republic of South Africa, and Education White Paper 6, to address exclusions in schools. Despite the enormous expansion of inclusive education, there are still issues of exclusions and impediments in South African classrooms. The study explored teachers’ perceptions and practices of inclusive education in one of the full-service schools in Soweto. Using purposive sampling, data was collected through interviews, a focus group discussion, and document analysis. Five teachers were interviewed using an interview schedule to assist participants in narrating their views and practices. In addition to that, a focus group discussion was conducted with all the participants. The discussions were in person, and they were all audio recorded. The study used an inductive approach to analyze data. The findings showed that participants know what inclusive education is but consider it ideal, as it is challenging to implement in the classroom. The study thus recommends that nations worldwide establish one meaning of inclusive education because the term's various connotations might lead to confusion and contradictions. In addition to that, all schools must have adequate resources and infrastructure to cater to all learners. Furthermore, there must be adjustments in the curriculum. Lastly, teachers must have the essential abilities and skills to accommodate all learners.
Barriers to Learning in Full- Service Schools: Perspectives of Teachers and School Leaders
(University of the Witwatersrand, Johannesburg, 2024-10) Mosaka, Lebogang Sybil; Andrews, Douglas
This study explored the various variables and obstacles that impeded learning for learners in full-service schools. The purpose of this research project was to examine the constraints to learning that children faced in full-service schools and the challenges that teachers and principals encountered when implementing inclusive teaching strategies to cater to a diverse range of learners with different learning needs. By highlighting these challenges, this study aimed to contribute to the field of inclusive education by shedding light on the barriers that learners in full-service schools in South Africa experienced, both in terms of their initial learning difficulties and the support they received within these schools. Additionally, it investigated the strategies that teachers employed to accommodate these needs. A qualitative research design was adopted for this study, utilizing a case study approach to gain in-depth insights into inclusive education practices. Data was collected from two full-service schools in South Africa—Sunshine High School and Hopefield High School—through semi-structured interviews with teachers and school administrators. Purposive sampling was used to select participants who had direct experience with inclusive education, ensuring that the data gathered were relevant and reflective of real-world challenges. Thematic analysis was employed to identify key themes related to resource constraints, the impact of the medical model of thinking on learners with barriers, and negative parental attitudes towards screening for learning difficulties. Furthermore, the study examined issues such as negative teacher attitudes toward inclusion, under-preparedness due to inadequate pre-service and in-service training, lack of policy alignment, pressures to prioritize academic excellence over inclusivity, and the demands of the CAPS curriculum, which further challenged the implementation of inclusive education. In addition to identifying these challenges, the study highlighted the affordances associated with inclusive education, particularly the role of teacher support in assisting learners and the contribution of school management in fostering inclusive practices. By providing a comprehensive analysis of these factors, the research contributed to the broader discourse on inclusive education and emphasized the urgent need for a paradigm shift toward a more inclusive learning environment that embraced diversity and enabled all learners to reach their full potential.
Mapping South African Teachers’ Recognition and Use of ICT Pedagogical Affordances: A Pilot Study of the E-Wits Model
(University of the Witwatersrand, Johannesburg, 2024-03) Mnqonywa, Ndileka; Ndlovu, Nokulunga Sithabile
Among the many challenges facing the effective integration of Information and Communication Technology (ICT) in the classroom, the lack of knowledge on what informs teachers’ pedagogical integration into their teaching practice is one of great concern. With the explosion of digital technology, teachers require explicit guidance in familiarising themselves with their ICT pedagogical approach to not compromise teaching and learning. South African ICT education policies and ICT teacher training initiatives have been implemented to ensure sustainable ICT pedagogical integration in the classroom. Nevertheless, these efforts have been proven ineffective, given the reported low uptake and unproductive use of the affordances brought about by digital tools. This study piloted the e-Wits model of the pedagogical affordances of ICTs to analyse 20 South African teachers’ recognition and use of ICT pedagogical affordances. This pilot study reports on how teachers perceive and use digital tools in their pedagogy. The e-Wits model locates teachers’ pedagogic practice and guides how teachers can integrate these technological affordances. The study used secondary data from secondary school teachers’ interviews collected by three Wits Scholars, Ndlovu (2016), Minty (2020) and Nhlapho (2022), who led research on Gauteng Secondary school teachers using ICT in their pedagogy. Teachers’ interviews were used as research instruments. Thematic analysis techniques were employed to re-analyse the data collected by the three scholars. This qualitative study is grounded on a critical realist paradigm. The findings will provide unambiguous guidelines for teachers to make informed pedagogical decisions to facilitate meaningful integration of ICT affordances. Secondly, the study's findings accentuate the need for teachers to encourage an upturn in knowledge construction, active learner participation and collaboration.

3. Electronic Theses and Dissertations (ETDs)

Browse

Filters

Settings

Sort By

Results per page

Search Results