Abstract
M.Ed.
In South Africa outcomes-based education with Curriculum 2005 brought great
changes to learners, educators and parents.
The purpose of this investigation was in the first place to determine the
influence of OBE on the classroom management of the Mathematics educator
in the senior phase. Secondly this research was to determine effective
classroom management guidelines. Data was collected before and after the
implementation of OBE. The respondents were Grade 8 and 9 educators in
four different schools, situated in four different urban communities,
respresentative of the broader South African nation. Data was collected by
means of focus group interviews, analyzed by means of content analysis and
conducted by the researcher and an independent analyst. Teachers identified
problems regarding classroom management, existing support factors and
support factors that they would like to have.
Many of the problems identified by the respondents were common before and
after the implementation of OBE. Some of these problems were the learners
lack of interest in their work, communication difficulties between the educator
and learners from township communities, lack of a learning culture, a very low
interest in school activities by parents, absence of resources and lack of
support by the Department of Education.
Educators mentioned some other problems that occurred after the
implementation of OBE. A big issue to educators is overcrowding of classes
and the amount of work that comes along with it. They find it impossible to
teach Mathematics effectively in such big classes. Contributing to this problem
are the negative attitudes of learners towards the learning situation. In OBE,
the learners' input is important, and educators struggled to get them to work.
Almost all the respondents require effective guidelines for teaching and the
necessary resources. Educators as well as the learners struggle with the
increased workload.
In view of the findings, it is clear that teachers require the necessary skills for
implementing OBE effectively. Enough resources, smaller classes and enough
textbooks are important necessities. From this study it appeared that learners
should be actively involved in the learning process, and educators have to be
very well prepared for everyday's class. Well-prepared groupwork by
educators provides for active involvement of the learners in the learning
process and the opportunity for the learner to accept responsibility for his/her
own learning success as well as that of his/her fellow-learners. Mathematics
teachers need to spend more time on basic number skills, assessment of new
work and should be very strict on homework. Educators in the Mathematics
class have to motivate learners and this requires motivated educators. The
enjoyment of learning should be a very important factor.
The correct steps need to be taken by the Department of Education to ensure a
positive learning experience by educator and learner.