Pictorial information in reading comprehension: a comparative study in two rural schools
- Authors: Bopape, Makgale Joas
- Date: 2010-11-22T10:04:41Z
- Subjects: Pictures in education , Visual education , Reading comprehension , Education (Primary)
- Type: Thesis
- Identifier: uj:7019 , http://hdl.handle.net/10210/3526
- Description: M.Ed. , The research problem addressed in this project focuses on the role of pictorial information in reading comprehension of grade six pupils in rural primary schools in the Northern Province. The investigation was carried out with the aim of identifying and exploring the possible influence pictures might have in helping to contextualise the reading text. The inquiry was conducted by means of a quasi experimental design study, which included both quantitative and qualitative methods for data collection. The research population was divided into experimental and control groups. The over-riding rationale which initiated the investigation came about as a result of the observation that young children are able to interpret and understand television programmes communicated to them through the medium of second languages. Teaching reading comprehension to pupils in a rural environment was assumed to need additional teaching and learning media than the teacher's oral instruction plus the verbal text to help pupils to contextualise and understand the written text. The hypothesis underlying the study is that the use of pictures in reading comprehension can improve pupils' reading performance as well as facilitate the learning of English second language within a particular context at the same time. The literature review in this investigation was confined to the role of schema or background knowledge in relation to understanding of reading content and also a brief review of socio-cultural influences on the reading process. The literature review stresses the pedagogical significance of relevant schema and culturally based reading text as well as the role of pictorial information assisting text comprehension. Data collection took place in the classroom set-up. The data were collected from three major sources namely test scores, interviews and observation. The investigation indicated that there appeared to be some positive relationships between the use of pictures in reading comprehension and reading performance for grade six pupils in the experimental group. The findings of the investigation can be used as a stepping stone towards implementing communicative teaching strategies as well.
- Full Text:
- Authors: Bopape, Makgale Joas
- Date: 2010-11-22T10:04:41Z
- Subjects: Pictures in education , Visual education , Reading comprehension , Education (Primary)
- Type: Thesis
- Identifier: uj:7019 , http://hdl.handle.net/10210/3526
- Description: M.Ed. , The research problem addressed in this project focuses on the role of pictorial information in reading comprehension of grade six pupils in rural primary schools in the Northern Province. The investigation was carried out with the aim of identifying and exploring the possible influence pictures might have in helping to contextualise the reading text. The inquiry was conducted by means of a quasi experimental design study, which included both quantitative and qualitative methods for data collection. The research population was divided into experimental and control groups. The over-riding rationale which initiated the investigation came about as a result of the observation that young children are able to interpret and understand television programmes communicated to them through the medium of second languages. Teaching reading comprehension to pupils in a rural environment was assumed to need additional teaching and learning media than the teacher's oral instruction plus the verbal text to help pupils to contextualise and understand the written text. The hypothesis underlying the study is that the use of pictures in reading comprehension can improve pupils' reading performance as well as facilitate the learning of English second language within a particular context at the same time. The literature review in this investigation was confined to the role of schema or background knowledge in relation to understanding of reading content and also a brief review of socio-cultural influences on the reading process. The literature review stresses the pedagogical significance of relevant schema and culturally based reading text as well as the role of pictorial information assisting text comprehension. Data collection took place in the classroom set-up. The data were collected from three major sources namely test scores, interviews and observation. The investigation indicated that there appeared to be some positive relationships between the use of pictures in reading comprehension and reading performance for grade six pupils in the experimental group. The findings of the investigation can be used as a stepping stone towards implementing communicative teaching strategies as well.
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Support programmes for mothers and caregivers: a framework for home-based pedagogy in initial literacy and numeracy
- Authors: Mkabi, Hlupekile Lindiwe
- Date: 2012-08-20
- Subjects: Early childhood education -- Parent participation , Early childhood education -- Activity programs , Education, Primary -- South Africa -- Curricula , Community and school -- South Africa , Child care -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2757 , http://hdl.handle.net/10210/6197
- Description: M.Ed. , This study presents a framework that identifies what a home and community can do to help school entry pupils in initial literacy and numeracy in the Thulamahashe area near Bushbuckridge in the Northern province of South Africa. The emphasis is on involvement for mothers and caregivers in helping school entry pupils to acquire basic skills in literacy and numeracy. The research covers a brief inquiry into the need for support programme for mothers and caregivers of school entry pupils as suggested by the research sample. Suggestions for the structure and content of a possible programme are forwarded. The study was conducted by means of observing schools and homes and interviewing mothers, caregivers and teachers about the need for and feasibility of a possible programme in homebased pedagogy in initial literacy and numeracy. The findings suggest that there is such a need in this community and that home — school collaboration is feasible.
- Full Text:
- Authors: Mkabi, Hlupekile Lindiwe
- Date: 2012-08-20
- Subjects: Early childhood education -- Parent participation , Early childhood education -- Activity programs , Education, Primary -- South Africa -- Curricula , Community and school -- South Africa , Child care -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2757 , http://hdl.handle.net/10210/6197
- Description: M.Ed. , This study presents a framework that identifies what a home and community can do to help school entry pupils in initial literacy and numeracy in the Thulamahashe area near Bushbuckridge in the Northern province of South Africa. The emphasis is on involvement for mothers and caregivers in helping school entry pupils to acquire basic skills in literacy and numeracy. The research covers a brief inquiry into the need for support programme for mothers and caregivers of school entry pupils as suggested by the research sample. Suggestions for the structure and content of a possible programme are forwarded. The study was conducted by means of observing schools and homes and interviewing mothers, caregivers and teachers about the need for and feasibility of a possible programme in homebased pedagogy in initial literacy and numeracy. The findings suggest that there is such a need in this community and that home — school collaboration is feasible.
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The involvement of community members in the governing bodies of two rural high schools in Thulamahashe
- Authors: Mkhonto, Shadrack Mpande
- Date: 2012-09-12
- Subjects: Community and school - South Africa , School administration and organization - South Africa - Mpumalanga , Education, Secondary - South Africa - Mpumalanga - Management , Rural schools - South Africa - Mpumalanga
- Type: Mini-Dissertation
- Identifier: uj:10113 , http://hdl.handle.net/10210/7496
- Description: M.Ed. , The year 1994, will go down as a momentous one in the annals of South African heritage. That is, it is the year in which the shackles of apartheid were torn down. With this came several changes in our society. Education which has had its fair share of the apartheid woes, has inevitably been Undergoing drastic and sometimes radical changes too. For instance, the issue of language in education which led to the infamous Soweto uprising of 1996 in which innocent students were gunned down, has been addressed, albeit still unsatisfactorily. A new school Curriculum - Curriculum 2005 - has also been introduced. So, for the first time in the history of South Africa all its pupils are expected to receive the same education. A significant change in education is the promulgation of the South African School's Act making it mandatory for all schools to have SGB's. This concept, although not altogether new, is revolutionary because it dispenses of the old school committees and also attempts to streamline school governance in South African schools. In this study an attempt is made to look at the concept of school governance, how it has been implemented, and how it's modus operandi is being interpreted and operated in a rural community. It is hoped that the findings here will help to further steer the 'educational ship' in the right direction. The findings indicate that most community members are in need of a programme of assistance in order to learn the skills of school management.
- Full Text:
- Authors: Mkhonto, Shadrack Mpande
- Date: 2012-09-12
- Subjects: Community and school - South Africa , School administration and organization - South Africa - Mpumalanga , Education, Secondary - South Africa - Mpumalanga - Management , Rural schools - South Africa - Mpumalanga
- Type: Mini-Dissertation
- Identifier: uj:10113 , http://hdl.handle.net/10210/7496
- Description: M.Ed. , The year 1994, will go down as a momentous one in the annals of South African heritage. That is, it is the year in which the shackles of apartheid were torn down. With this came several changes in our society. Education which has had its fair share of the apartheid woes, has inevitably been Undergoing drastic and sometimes radical changes too. For instance, the issue of language in education which led to the infamous Soweto uprising of 1996 in which innocent students were gunned down, has been addressed, albeit still unsatisfactorily. A new school Curriculum - Curriculum 2005 - has also been introduced. So, for the first time in the history of South Africa all its pupils are expected to receive the same education. A significant change in education is the promulgation of the South African School's Act making it mandatory for all schools to have SGB's. This concept, although not altogether new, is revolutionary because it dispenses of the old school committees and also attempts to streamline school governance in South African schools. In this study an attempt is made to look at the concept of school governance, how it has been implemented, and how it's modus operandi is being interpreted and operated in a rural community. It is hoped that the findings here will help to further steer the 'educational ship' in the right direction. The findings indicate that most community members are in need of a programme of assistance in order to learn the skills of school management.
- Full Text:
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