Achievement of learners in the senior certificate examination at selected Muslim private schools
- Authors: Ebrahim, Nasser
- Date: 2011-12-06
- Subjects: Effective teaching , Educational tests and measurements , School management and organization , Muslim education (Secondary)
- Type: Mini-Dissertation
- Identifier: uj:1826 , http://hdl.handle.net/10210/4187
- Description: M.Ed.
- Full Text:
- Authors: Ebrahim, Nasser
- Date: 2011-12-06
- Subjects: Effective teaching , Educational tests and measurements , School management and organization , Muslim education (Secondary)
- Type: Mini-Dissertation
- Identifier: uj:1826 , http://hdl.handle.net/10210/4187
- Description: M.Ed.
- Full Text:
Characteristics of an effective township school for quality assurance
- Mdletshe, Khumbulani Desmond
- Authors: Mdletshe, Khumbulani Desmond
- Date: 2012-08-27
- Subjects: Blacks - Education - South Africa , Local government - South Africa , Education - Standards - Evaluation , Effective teaching , School improvement programs - South Africa
- Type: Thesis
- Identifier: uj:3181 , http://hdl.handle.net/10210/6596
- Description: D.Phil. , The problem of the research is to investigate why South Africa failed to make township schools effective despite new legislation, developmental programmes and projects, and change of personnel. Can this failure be attributed to the lack of knowledge on the ground on what constitutes an effective school in the township? A number of the characteristics of an effective school were identified through the literature review. During the review of these characteristics, a conclusion was drawn that they were developed from a context that is different from a South African township. To enable the researcher to collect "home-grown" data, the relevant stakeholders had to speak about what they consider to be the characteristics of an effective school. A qualitative method was used in collecting and analysing the data. The study was conducted in two phases: The first phase, had two components. Informants were asked to write their naive statements on what they consider to be the characteristic of effective township school and this was followed by a lengthy focus group interview with each subgroup that participated in the study. The second phase was a questionnaire developed from the analysis of the naive statements and focus group interviews that was administered to a larger audience of the informants to allow them an opportunity to confirm or refute the findings. Finally, the following list represent what the informants considered to be the characteristics of an effective township school. The reader must be reminded that these characteristics are not presented in the order of their importance, but they are all equally important: O Strong leadership Dedicated, committed and disciplined educators Dedicated and committed learners Parental support and involvement A well-developed vision and mission O Strong partnership with relevant stakeholders O A supportive environment Towards the end of the study, specific recommendations were directed to parents, learners, principals, members of teacher organizations, the departments of education and non-governmental organizations on what they could do to contribute towards school effectiveness in the township.
- Full Text:
- Authors: Mdletshe, Khumbulani Desmond
- Date: 2012-08-27
- Subjects: Blacks - Education - South Africa , Local government - South Africa , Education - Standards - Evaluation , Effective teaching , School improvement programs - South Africa
- Type: Thesis
- Identifier: uj:3181 , http://hdl.handle.net/10210/6596
- Description: D.Phil. , The problem of the research is to investigate why South Africa failed to make township schools effective despite new legislation, developmental programmes and projects, and change of personnel. Can this failure be attributed to the lack of knowledge on the ground on what constitutes an effective school in the township? A number of the characteristics of an effective school were identified through the literature review. During the review of these characteristics, a conclusion was drawn that they were developed from a context that is different from a South African township. To enable the researcher to collect "home-grown" data, the relevant stakeholders had to speak about what they consider to be the characteristics of an effective school. A qualitative method was used in collecting and analysing the data. The study was conducted in two phases: The first phase, had two components. Informants were asked to write their naive statements on what they consider to be the characteristic of effective township school and this was followed by a lengthy focus group interview with each subgroup that participated in the study. The second phase was a questionnaire developed from the analysis of the naive statements and focus group interviews that was administered to a larger audience of the informants to allow them an opportunity to confirm or refute the findings. Finally, the following list represent what the informants considered to be the characteristics of an effective township school. The reader must be reminded that these characteristics are not presented in the order of their importance, but they are all equally important: O Strong leadership Dedicated, committed and disciplined educators Dedicated and committed learners Parental support and involvement A well-developed vision and mission O Strong partnership with relevant stakeholders O A supportive environment Towards the end of the study, specific recommendations were directed to parents, learners, principals, members of teacher organizations, the departments of education and non-governmental organizations on what they could do to contribute towards school effectiveness in the township.
- Full Text:
Teaching strategies as an aspect of effectiveness : implication for the management of teacher competence
- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
- Full Text:
- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
- Full Text:
Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province
- Authors: Makgakga, Sello William
- Date: 2012-06-08
- Subjects: Effective teaching , Effective teaching methods , Quadratic equations , Grade 11 students , Mathematics Study and teaching
- Type: Thesis
- Identifier: uj:8743 , http://hdl.handle.net/10210/5095
- Description: M.Ed. , This dissertation is about the instructional approaches used by teachers to teach Grade 11 quadratic equations, errors learners made and misconceptions they possessed. The main topics that I had focused on were solving quadratic equations by factoring, completing a square and using quadratic formula. The intention was to observe teachers’ teaching approaches in quadratic equations and diagnosed types of errors learners displayed and misconceptions they possessed in quadratic equations. Literature review had served as a secondary source of information that was relied upon for the research study. Sources such as scholarly books, government documents, dissertations, professional journals and electronic resources were used to gather the information pertinent to the research topic. Review was also done on how teachers teach quadratic equations, learners’ learning of quadratic equations and teachers teach and learners learn mathematics. This study is action research under qualitative research paradigm in which the information collected was analyzed through thick description and not statistically. Pre-test, self and post test evaluation methods are discussed of quadratic equations by factorization, completing a square and using quadratic formula. Learners were tested on factoring, completing a square and using quadratic formula. In addition to the learners’ class exercises and home work, these scripts were also analysed for errors and misconceptions. Collected data is presented that helped to address errors and misconceptions learners displayed in solving quadratic equations and teachers’ teaching methods and approaches. Data was collected from schools in the neighborhood and the school I was attached as a mathematics teacher. In all schools, five teachers’ three lessons were observed which added up to a total of fifteen. All five teachers were interviewed as well as five learners in each school. Interviews were analyzed by comparing what their teaching approaches with the types of learners’ errors and misconceptions. In classroom observations, Indicator Evaluation Form adopted from Luneta (2006) was used to collect data as well as analyzing it. Questionnaires were prepared for both teachers and learners for interviews.
- Full Text:
- Authors: Makgakga, Sello William
- Date: 2012-06-08
- Subjects: Effective teaching , Effective teaching methods , Quadratic equations , Grade 11 students , Mathematics Study and teaching
- Type: Thesis
- Identifier: uj:8743 , http://hdl.handle.net/10210/5095
- Description: M.Ed. , This dissertation is about the instructional approaches used by teachers to teach Grade 11 quadratic equations, errors learners made and misconceptions they possessed. The main topics that I had focused on were solving quadratic equations by factoring, completing a square and using quadratic formula. The intention was to observe teachers’ teaching approaches in quadratic equations and diagnosed types of errors learners displayed and misconceptions they possessed in quadratic equations. Literature review had served as a secondary source of information that was relied upon for the research study. Sources such as scholarly books, government documents, dissertations, professional journals and electronic resources were used to gather the information pertinent to the research topic. Review was also done on how teachers teach quadratic equations, learners’ learning of quadratic equations and teachers teach and learners learn mathematics. This study is action research under qualitative research paradigm in which the information collected was analyzed through thick description and not statistically. Pre-test, self and post test evaluation methods are discussed of quadratic equations by factorization, completing a square and using quadratic formula. Learners were tested on factoring, completing a square and using quadratic formula. In addition to the learners’ class exercises and home work, these scripts were also analysed for errors and misconceptions. Collected data is presented that helped to address errors and misconceptions learners displayed in solving quadratic equations and teachers’ teaching methods and approaches. Data was collected from schools in the neighborhood and the school I was attached as a mathematics teacher. In all schools, five teachers’ three lessons were observed which added up to a total of fifteen. All five teachers were interviewed as well as five learners in each school. Interviews were analyzed by comparing what their teaching approaches with the types of learners’ errors and misconceptions. In classroom observations, Indicator Evaluation Form adopted from Luneta (2006) was used to collect data as well as analyzing it. Questionnaires were prepared for both teachers and learners for interviews.
- Full Text:
Caring as an aspect of school climate : implication for school effectiveness
- Authors: Molemane, Sarah Ntuntu
- Date: 2012-09-10
- Subjects: Educational psychology , Effective teaching
- Type: Mini-Dissertation
- Identifier: uj:9837 , http://hdl.handle.net/10210/7240
- Description: M.Ed. , The onset of democracy in South Africa was faced with many challenges with the improvement of the Matric results as one of the major areas. The Matric results have been a yardstick by which to measure the effectiveness of learning and teaching in schools. The first National Matric results during the democratic rule reflected a 53,4 % pass rate with Mpumalanga Province being the second lowest with a 38,2 % pass rate. It became dear that the Government of the day had to address the plight through its Provincial Departments of Education. A number of options on the improvement of results came to the forefront. The starting point was to transform the entire education system by replacing a traditional curriculum with the Transformational Outcomes Based Education which is known as Curriculum 2005 in the South African context. The success of Curriculum 2005 necessitated social mobilisation as an attempt to create awareness of the importance of resources, educator empowerment, leadership skills and above all the restoration of a Culture of Learning and Teaching in schools. The continuous reflection of fewer learners gaining exemption in Matric has been a matter of concern and an investigation to this plight has to be embarked on. This research project attempts to establish whether: a caring climate is a necessary condition for school effectiveness in the Mpumalanga Province; a web of caring relations can lead to effective schools; a connection of caring and power can render schools effective; establishment of a caring community can contribute to school effectiveness; and team work with an attitude of caring has a potential to enhance school effectiveness. In chapter two a literature study was undertaken to expose previous research findings on school effectiveness. Various factors underlying the notion of school effectiveness were interrogated in order to become a springboard for the new findings that would provide the guidelines for school effectiveness in Mpumalanga. The researcher paid particular attention to what constitutes a caring climate based on the existing literature. The design of the research instrument is discussed in chapter three. The instrument consisted of 105 open-ended items that were used to elicit educators' perceptions as to what constitutes an effective school. The items of the questionnaire covered these following areas: leadership; vision; motivational strategies; curriculum; resources; school culture; and school climate. The design is composed of three main sections. The analysis of responses from the three sections of the questionnaire were completed in chapter four. The two independent variables and three or more independent variables were exclusively compared against each other to establish the significance of the difference and the possible effect on school effectiveness. The validity and reliability of the collected data was also confirmed. The empirical findings have certain implications for the management in the Mpumalanga schools.
- Full Text:
- Authors: Molemane, Sarah Ntuntu
- Date: 2012-09-10
- Subjects: Educational psychology , Effective teaching
- Type: Mini-Dissertation
- Identifier: uj:9837 , http://hdl.handle.net/10210/7240
- Description: M.Ed. , The onset of democracy in South Africa was faced with many challenges with the improvement of the Matric results as one of the major areas. The Matric results have been a yardstick by which to measure the effectiveness of learning and teaching in schools. The first National Matric results during the democratic rule reflected a 53,4 % pass rate with Mpumalanga Province being the second lowest with a 38,2 % pass rate. It became dear that the Government of the day had to address the plight through its Provincial Departments of Education. A number of options on the improvement of results came to the forefront. The starting point was to transform the entire education system by replacing a traditional curriculum with the Transformational Outcomes Based Education which is known as Curriculum 2005 in the South African context. The success of Curriculum 2005 necessitated social mobilisation as an attempt to create awareness of the importance of resources, educator empowerment, leadership skills and above all the restoration of a Culture of Learning and Teaching in schools. The continuous reflection of fewer learners gaining exemption in Matric has been a matter of concern and an investigation to this plight has to be embarked on. This research project attempts to establish whether: a caring climate is a necessary condition for school effectiveness in the Mpumalanga Province; a web of caring relations can lead to effective schools; a connection of caring and power can render schools effective; establishment of a caring community can contribute to school effectiveness; and team work with an attitude of caring has a potential to enhance school effectiveness. In chapter two a literature study was undertaken to expose previous research findings on school effectiveness. Various factors underlying the notion of school effectiveness were interrogated in order to become a springboard for the new findings that would provide the guidelines for school effectiveness in Mpumalanga. The researcher paid particular attention to what constitutes a caring climate based on the existing literature. The design of the research instrument is discussed in chapter three. The instrument consisted of 105 open-ended items that were used to elicit educators' perceptions as to what constitutes an effective school. The items of the questionnaire covered these following areas: leadership; vision; motivational strategies; curriculum; resources; school culture; and school climate. The design is composed of three main sections. The analysis of responses from the three sections of the questionnaire were completed in chapter four. The two independent variables and three or more independent variables were exclusively compared against each other to establish the significance of the difference and the possible effect on school effectiveness. The validity and reliability of the collected data was also confirmed. The empirical findings have certain implications for the management in the Mpumalanga schools.
- Full Text:
Management of curriculum design : implication for school effectiveness
- Authors: Nkosi, Siphiwe Betty
- Date: 2012-09-04
- Subjects: Curriculum planning -- South Africa , School management and organization , Effective teaching
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/377259 , uj:3498 , http://hdl.handle.net/10210/6888
- Description: M.Ed. , Business managers and most industries argue that many academic theories offered at schools are irrelevant and do not solve the real problems, which are facing people in life. Newspaper editorials and local television channels also voice this dissatisfaction. They remind us on a regular basis that we have lost our competitive edge with other countries. Generally, learners in Mpumalanga, South Africa, do not perform well in their external examinations, our learners do not fare well compared with international achievement measures. Dropouts are unlikely to join a work force and become successful citizens. Instead, precisely the opposite is the far greater likelihood (Strange, 1992: 105). One should remember that, teaching is a creative art. Good educators, like good artists, have their own individual styles of performing. They also respect the individuality of their learners in the realization that everybody learns through his or her own perceptions. In affirming the presence and validity of different learning styles (Lankard, N.D.:2) postulates that there are two types of learners : relational learners and analytical learners. Relational learners place an emphasis on affectivity and reality-based learning, a broad and personal approach to the processing of information, a search for relevance and personal meaning in what is taught and a need for qualitative feedback. On the other hand, analytical learners place an emphasis on the information itself, exhibit sequential and structural thinking, are more task-orientated academically and can more easily learn material that is inanimate and impersonal.
- Full Text:
- Authors: Nkosi, Siphiwe Betty
- Date: 2012-09-04
- Subjects: Curriculum planning -- South Africa , School management and organization , Effective teaching
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/377259 , uj:3498 , http://hdl.handle.net/10210/6888
- Description: M.Ed. , Business managers and most industries argue that many academic theories offered at schools are irrelevant and do not solve the real problems, which are facing people in life. Newspaper editorials and local television channels also voice this dissatisfaction. They remind us on a regular basis that we have lost our competitive edge with other countries. Generally, learners in Mpumalanga, South Africa, do not perform well in their external examinations, our learners do not fare well compared with international achievement measures. Dropouts are unlikely to join a work force and become successful citizens. Instead, precisely the opposite is the far greater likelihood (Strange, 1992: 105). One should remember that, teaching is a creative art. Good educators, like good artists, have their own individual styles of performing. They also respect the individuality of their learners in the realization that everybody learns through his or her own perceptions. In affirming the presence and validity of different learning styles (Lankard, N.D.:2) postulates that there are two types of learners : relational learners and analytical learners. Relational learners place an emphasis on affectivity and reality-based learning, a broad and personal approach to the processing of information, a search for relevance and personal meaning in what is taught and a need for qualitative feedback. On the other hand, analytical learners place an emphasis on the information itself, exhibit sequential and structural thinking, are more task-orientated academically and can more easily learn material that is inanimate and impersonal.
- Full Text:
The role of principals as instructional leaders : implications for effective teaching and learning
- Moonsammy-Koopasammy, Lingusvarie Isavanie
- Authors: Moonsammy-Koopasammy, Lingusvarie Isavanie
- Date: 2013-05-06
- Subjects: School principals , Educational leadership , Effective teaching , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7521 , http://hdl.handle.net/10210/8378
- Description: M.Ed. (Educational Leadership and Management) , The ever changing social, political and economic environment of post-apartheid South Africa impacts seriously on the functionality of education in this country. This accelerated rate of change from the external environment places the onus on schools to provide quality education that is relevant to the demands of the changing world. However, South African schools were found seriously wanting. Over the past two decades concerted efforts have been made by the South African government to improve the quality of education. These efforts have not met with much success. Lack of effective leadership and commitment on the part of the principal has been cited as one of the main reasons why South African schools are performing poorly in international tests. In the previous dispensation, principals in South Africa had followed a model prescribed by the education authorities on how to fulfill their management roles. They could accomplish their task with relative sole authority within the prescribed parameters, without being compelled to seriously involve other stakeholders. However, management and leadership styles in South Africa have undergone major shifts. Decentralising responsibility and authority within the educational system, has created a need for the role of principals to be re-defined. The role of the principal as manager evolved into the role of principal as instructional leader. This proved to be a challenge for many principals. This study explored the role of principals as instructional leaders to facilitate effective teaching and learning in Gauteng East primary schools. The study was located in an interpretivist paradigm and a qualitative research design was employed. The sample was purposive and consisted of primary school principals in the Gauteng East region. A thorough examination of the duties of the principal as outlined in South African legislation and in current literature was conducted. Several existing models of instructional leadership were briefly discussed and a theoretical framework for the present study was outlined. Empirically, semi-structured individual interviews were conducted with the six principals. A document analysis was also carried out to verify and inform data collected during the interviews.
- Full Text:
- Authors: Moonsammy-Koopasammy, Lingusvarie Isavanie
- Date: 2013-05-06
- Subjects: School principals , Educational leadership , Effective teaching , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7521 , http://hdl.handle.net/10210/8378
- Description: M.Ed. (Educational Leadership and Management) , The ever changing social, political and economic environment of post-apartheid South Africa impacts seriously on the functionality of education in this country. This accelerated rate of change from the external environment places the onus on schools to provide quality education that is relevant to the demands of the changing world. However, South African schools were found seriously wanting. Over the past two decades concerted efforts have been made by the South African government to improve the quality of education. These efforts have not met with much success. Lack of effective leadership and commitment on the part of the principal has been cited as one of the main reasons why South African schools are performing poorly in international tests. In the previous dispensation, principals in South Africa had followed a model prescribed by the education authorities on how to fulfill their management roles. They could accomplish their task with relative sole authority within the prescribed parameters, without being compelled to seriously involve other stakeholders. However, management and leadership styles in South Africa have undergone major shifts. Decentralising responsibility and authority within the educational system, has created a need for the role of principals to be re-defined. The role of the principal as manager evolved into the role of principal as instructional leader. This proved to be a challenge for many principals. This study explored the role of principals as instructional leaders to facilitate effective teaching and learning in Gauteng East primary schools. The study was located in an interpretivist paradigm and a qualitative research design was employed. The sample was purposive and consisted of primary school principals in the Gauteng East region. A thorough examination of the duties of the principal as outlined in South African legislation and in current literature was conducted. Several existing models of instructional leadership were briefly discussed and a theoretical framework for the present study was outlined. Empirically, semi-structured individual interviews were conducted with the six principals. A document analysis was also carried out to verify and inform data collected during the interviews.
- Full Text:
An assessment of the process of student evaluation of teaching effectiveness
- Authors: Steyn, Johanna de Klerk
- Date: 2012-10-29
- Subjects: Effective teaching , Student evaluation of teachers
- Type: Mini-Dissertation
- Identifier: uj:10458 , http://hdl.handle.net/10210/7923
- Description: M.Phil. , Orientation: There is a worldwide trend in higher education institutions to include student evaluation of teaching effectiveness (SET) as part of the quality-assurance process of teaching. The act of teaching creates such an intricate relationship between students and lecturers that students’ feedback is seen as a vital component in the quality assurance process of education. However, the process of SET has given rise to much controversy. There is no established and recognised process for the collating and application of student feedback. Furthermore, there is little agreement on what constitutes effective teaching, which further complicates its measurement. Many researchers question students’ ability to objectively provide valid and reliable ratings that can be used to make fair and informed decisions regarding lecturers' performance. In spite of all these criticisms, student feedback of teaching effectiveness remains one of the most utilised sources of evidence in assessing and improving teaching effectiveness. Research purpose: This study qualitatively explores the perceptions and experiences of all stakeholders involved in the process of student evaluation of teaching effectiveness in order to improve the process at a private higher education institution (HEI), namely the Midrand Graduate Institute (MGI). The study further aims to determine whether the process of SET delivers on the intended purpose of its implementation. Motivation for the study: SET has been widely researched; however, there is a dearth of research on the operationalisation of SET and, more specifically, the process underpinning SET. This study investigates the existing process of SET at a HEI through qualitative evaluation in order to understand more about the process of SET and to make recommendations based on insights obtained from the data. An understanding of the experiences and perceptions of all stakeholders in the process of SET may address the gap between the current and the ideal process. Although the process of student evaluations has been widely researched internationally, there is a lack of qualitative evaluation research with regard to SET in South Africa. Also, the process has not been evaluated at private higher institutions in South Africa.
- Full Text:
- Authors: Steyn, Johanna de Klerk
- Date: 2012-10-29
- Subjects: Effective teaching , Student evaluation of teachers
- Type: Mini-Dissertation
- Identifier: uj:10458 , http://hdl.handle.net/10210/7923
- Description: M.Phil. , Orientation: There is a worldwide trend in higher education institutions to include student evaluation of teaching effectiveness (SET) as part of the quality-assurance process of teaching. The act of teaching creates such an intricate relationship between students and lecturers that students’ feedback is seen as a vital component in the quality assurance process of education. However, the process of SET has given rise to much controversy. There is no established and recognised process for the collating and application of student feedback. Furthermore, there is little agreement on what constitutes effective teaching, which further complicates its measurement. Many researchers question students’ ability to objectively provide valid and reliable ratings that can be used to make fair and informed decisions regarding lecturers' performance. In spite of all these criticisms, student feedback of teaching effectiveness remains one of the most utilised sources of evidence in assessing and improving teaching effectiveness. Research purpose: This study qualitatively explores the perceptions and experiences of all stakeholders involved in the process of student evaluation of teaching effectiveness in order to improve the process at a private higher education institution (HEI), namely the Midrand Graduate Institute (MGI). The study further aims to determine whether the process of SET delivers on the intended purpose of its implementation. Motivation for the study: SET has been widely researched; however, there is a dearth of research on the operationalisation of SET and, more specifically, the process underpinning SET. This study investigates the existing process of SET at a HEI through qualitative evaluation in order to understand more about the process of SET and to make recommendations based on insights obtained from the data. An understanding of the experiences and perceptions of all stakeholders in the process of SET may address the gap between the current and the ideal process. Although the process of student evaluations has been widely researched internationally, there is a lack of qualitative evaluation research with regard to SET in South Africa. Also, the process has not been evaluated at private higher institutions in South Africa.
- Full Text:
Tradition as an aspect of school culture : implications for school effectiveness
- Authors: Mfoloe, David Moleti
- Date: 2012-09-05
- Subjects: School management and organization , Competency based education , Educational anthropology , Effective teaching
- Type: Mini-Dissertation
- Identifier: uj:9638 , http://hdl.handle.net/10210/7056
- Description: M.Ed. , One of the most critical educational challenges confronting school managers and educators is making schools effective. School effectiveness in Mpumalanga Province has been challenged by the media and stakeholders in education such as none governmental bodies(NGO), parents and political parties. The purpose of this research essay was to examine tradition as an aspect of school culture and its implication for school effectiveness. In the context of the changing focus towards school improvement, it is essential that schools should strive towards effectiveness. The general aim of this research was to investigate the characteristics of effective schools in the Mpumalanga Province. In order to achieve the general aim it was the specific aim of this research to investigate the perception of various stakeholder such as principals, educators, parents and NGO's in respect of tradition as an aspect of school culture and its implications for school effectiveness. It was also the specific aim of this research to provide guideline that can be used by principals in order to enhance tradition as an aspect of school culture to improve school effectiveness. In chapter one the problem of this research was elucidated. The aims of the research and the methodology to be used were also provided. The chapter also outlined certain assumptions involved and clarified the key concepts of the research title. Chapter two reviewed the literature and built a conceptual framework of tradition as an aspect of school culture. It revealed the contextual nature of the concept by applying it to the South African situation. The implications of tradition as an aspect of school effectiveness was clarified. Chapter three dealt with the design of the research instrument and discussed questions formulated in respect of tradition as an aspect of school culture. A discussion of the respondents sampled, their biographical and the response-rate of the questionnaire was also discussed. Chapter four dealt with the analysis and interpretation of a selected sample of the empirical data The construct validity of the structured questionnaire as research instrument was investigated using two successive factor analytic procedures that reduced the 105 items to three factors, namely: accountable collaborative management, open democratic management and normative management. Chapter five linked the interpretation of the findings of chapter two, three and four and reflected on the reliability and validity of the research findings. It also dealt with the recommendations of the research and provided a conclusion.
- Full Text:
- Authors: Mfoloe, David Moleti
- Date: 2012-09-05
- Subjects: School management and organization , Competency based education , Educational anthropology , Effective teaching
- Type: Mini-Dissertation
- Identifier: uj:9638 , http://hdl.handle.net/10210/7056
- Description: M.Ed. , One of the most critical educational challenges confronting school managers and educators is making schools effective. School effectiveness in Mpumalanga Province has been challenged by the media and stakeholders in education such as none governmental bodies(NGO), parents and political parties. The purpose of this research essay was to examine tradition as an aspect of school culture and its implication for school effectiveness. In the context of the changing focus towards school improvement, it is essential that schools should strive towards effectiveness. The general aim of this research was to investigate the characteristics of effective schools in the Mpumalanga Province. In order to achieve the general aim it was the specific aim of this research to investigate the perception of various stakeholder such as principals, educators, parents and NGO's in respect of tradition as an aspect of school culture and its implications for school effectiveness. It was also the specific aim of this research to provide guideline that can be used by principals in order to enhance tradition as an aspect of school culture to improve school effectiveness. In chapter one the problem of this research was elucidated. The aims of the research and the methodology to be used were also provided. The chapter also outlined certain assumptions involved and clarified the key concepts of the research title. Chapter two reviewed the literature and built a conceptual framework of tradition as an aspect of school culture. It revealed the contextual nature of the concept by applying it to the South African situation. The implications of tradition as an aspect of school effectiveness was clarified. Chapter three dealt with the design of the research instrument and discussed questions formulated in respect of tradition as an aspect of school culture. A discussion of the respondents sampled, their biographical and the response-rate of the questionnaire was also discussed. Chapter four dealt with the analysis and interpretation of a selected sample of the empirical data The construct validity of the structured questionnaire as research instrument was investigated using two successive factor analytic procedures that reduced the 105 items to three factors, namely: accountable collaborative management, open democratic management and normative management. Chapter five linked the interpretation of the findings of chapter two, three and four and reflected on the reliability and validity of the research findings. It also dealt with the recommendations of the research and provided a conclusion.
- Full Text:
An evaluation of teaching and assessment strategies in a Dâr 'al 'Ulûm
- Authors: Kaldine, Hosian
- Date: 2009-03-31T09:49:59Z
- Subjects: Higher education , Effective teaching , Muslims' higher education , Islamic religious education
- Type: Thesis
- Identifier: uj:8284 , http://hdl.handle.net/10210/2394
- Description: M.A. , Teaching in institutions have come under the spotlight, as a result of inadequate teaching, learning and assessment strategies. Some of the most critical remarks that were made against teaching in institutes of higher education is that that the traditional methods of direct instruction are ineffective in developing learners’ critical thinking powers and problem-solving abilities. Alternative methods of teaching, learning and assessment should be taken into consideration, rather than teaching. The question that arises is whether the Dâr ’al ‘Ulûm, which is also an institute of higher education, are aware of these arguments and whether it strives to implement effective teaching, learning and assessment strategies. In this study the researcher concentrates on the development of criteria for effective teaching, learning and assessment. These criteria are developed by firstly conducting a literature review and then by evaluating the strategies of teaching and assessment in a Dâr ’al ‘Ulûm, to these criteria. The research methodology of this study consist of a qualitative component and it includes observations of the teaching methods in the classroom, document analysis and interviews with the teachers. The aim of the different data gathering methods is to determine the trustworthiness of the data. The same results were achieved each time the data provided was analysed. Furthermore, the consistency of interpreting and analysing the data was also addressed by returning the findings of this study to an external decoder. The empirical research results indicated that this Dâr ’al ‘Ulûm did not meet the criteria that was developed, and that this Dâr ’al ‘Ulûm relies heavily on the traditional method of direct instruction. The Dâr ’al ‘Ulûm is an institute that develops the minds, the values and the attitudes of ‘Ulamâ’. Knowledge, values and attitudes are shaped in this institute. Appropriate teaching and learning strategies are vital for quality education. Research has pointed out that an outcomes-based approach is more effective than the traditional direct instruction approach. It remains the responsibility of the Diyâr ‘al ’Ulûm to ensure that the teachers are trained in teaching skills that will promote effective learning.
- Full Text:
- Authors: Kaldine, Hosian
- Date: 2009-03-31T09:49:59Z
- Subjects: Higher education , Effective teaching , Muslims' higher education , Islamic religious education
- Type: Thesis
- Identifier: uj:8284 , http://hdl.handle.net/10210/2394
- Description: M.A. , Teaching in institutions have come under the spotlight, as a result of inadequate teaching, learning and assessment strategies. Some of the most critical remarks that were made against teaching in institutes of higher education is that that the traditional methods of direct instruction are ineffective in developing learners’ critical thinking powers and problem-solving abilities. Alternative methods of teaching, learning and assessment should be taken into consideration, rather than teaching. The question that arises is whether the Dâr ’al ‘Ulûm, which is also an institute of higher education, are aware of these arguments and whether it strives to implement effective teaching, learning and assessment strategies. In this study the researcher concentrates on the development of criteria for effective teaching, learning and assessment. These criteria are developed by firstly conducting a literature review and then by evaluating the strategies of teaching and assessment in a Dâr ’al ‘Ulûm, to these criteria. The research methodology of this study consist of a qualitative component and it includes observations of the teaching methods in the classroom, document analysis and interviews with the teachers. The aim of the different data gathering methods is to determine the trustworthiness of the data. The same results were achieved each time the data provided was analysed. Furthermore, the consistency of interpreting and analysing the data was also addressed by returning the findings of this study to an external decoder. The empirical research results indicated that this Dâr ’al ‘Ulûm did not meet the criteria that was developed, and that this Dâr ’al ‘Ulûm relies heavily on the traditional method of direct instruction. The Dâr ’al ‘Ulûm is an institute that develops the minds, the values and the attitudes of ‘Ulamâ’. Knowledge, values and attitudes are shaped in this institute. Appropriate teaching and learning strategies are vital for quality education. Research has pointed out that an outcomes-based approach is more effective than the traditional direct instruction approach. It remains the responsibility of the Diyâr ‘al ’Ulûm to ensure that the teachers are trained in teaching skills that will promote effective learning.
- Full Text:
Information as an aspect of resources : implication for school effectiveness
- Authors: Ditshego, Girly Modibo
- Date: 2012-01-16
- Subjects: Teaching aids and devices , Educational technology , Effective teaching
- Type: Mini-Dissertation
- Identifier: uj:1911 , http://hdl.handle.net/10210/4272
- Description: M.Ed.
- Full Text:
- Authors: Ditshego, Girly Modibo
- Date: 2012-01-16
- Subjects: Teaching aids and devices , Educational technology , Effective teaching
- Type: Mini-Dissertation
- Identifier: uj:1911 , http://hdl.handle.net/10210/4272
- Description: M.Ed.
- Full Text:
School mission as an aspect of vision : implication for school effectiveness
- Authors: Lushaba, Mfana Johane
- Date: 2012-03-26
- Subjects: School aims and objectives , Effective teaching , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:2170 , http://hdl.handle.net/10210/4550
- Description: M.Ed.
- Full Text:
- Authors: Lushaba, Mfana Johane
- Date: 2012-03-26
- Subjects: School aims and objectives , Effective teaching , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:2170 , http://hdl.handle.net/10210/4550
- Description: M.Ed.
- Full Text:
The experiences of teachers working with a collaborative teaching strategy
- Kingsley, Malcolm Frederick Chetwynd
- Authors: Kingsley, Malcolm Frederick Chetwynd
- Date: 2012-06-07
- Subjects: Competency-based education , Inclusive education , School improvement programs , Collaborative teaching , Adult education , Effective teaching
- Type: Thesis
- Identifier: uj:8708 , http://hdl.handle.net/10210/5060
- Description: M.Ed. , Several strategies have been mooted as means of improving teaching and learning in South African schools. The National Department of Education’s Foundations for Learning Campaign, launched in 2008 and the recent announced Schooling 2025 strategy are examples. In this research report I argue that the success of any school improvement plan aimed at improving the quality of teaching and learning hinges on the extent to which teachers are able or willing to implement the measures required of them. I argue that changing the way teachers learn to teach by establishing communities of practice and working in collaborative groups in schools, offers a possible panacea. Therefore the aim of this study was to explore the experiences of teachers working in a Collaborative Teaching Strategy (CTS) aimed at improving teachers’ performance in the classroom. This qualitative research project was grounded in an interpretive paradigm and made use of semi-structured individual interviews and a focus group interview to generate data. The constant comparative method of data analysis was used to search for categories and sub-categories of meaning in the data. The findings indicate that while there are significant benefits for teachers working in collaborative groups, there are also several serious constraints. On the positive side, participants in the research experienced the mutual support and the sharing of ideas that emerged from collaborative interactions as affirmation of their expertise and knowledge. In addition, teachers viewed working in collaboration with others as a professional and personal development opportunity. Finding time to collaborate and the emergence of some resistance to collaborative work were identified as constraints. Some teachers felt their individuality and creativity to be restricted by collaborative work. Further, individual personalities impacted negatively on collaboration with tensions emerging between teachers as a result of differing personal experience, expertise, knowledge, authority and values, approaches and benefits about teaching and learning. This resulted in instances of pseudo-collaboration. Also misconceptions about what it means to collaborate about teaching created difficulties for some teachers. The main implication arising from the research project is that availability of time is critical to effective collaboration. In addition, detailed guidance in terms of how and what teachers should be doing during collaborative activities appears necessary. Next, due consideration should be accorded to personality types and working relationships so that collaborative partners and groups can be mindfully structured and provided with training to enable effective work in teams. Equitable workloads and equal access to teaching resources is essential. Finally, mutual respect for each other regardless of experience, expertise, position, belief or opinion is a prerequisite for successful collaboration about the various and varied tasks of teaching.
- Full Text:
- Authors: Kingsley, Malcolm Frederick Chetwynd
- Date: 2012-06-07
- Subjects: Competency-based education , Inclusive education , School improvement programs , Collaborative teaching , Adult education , Effective teaching
- Type: Thesis
- Identifier: uj:8708 , http://hdl.handle.net/10210/5060
- Description: M.Ed. , Several strategies have been mooted as means of improving teaching and learning in South African schools. The National Department of Education’s Foundations for Learning Campaign, launched in 2008 and the recent announced Schooling 2025 strategy are examples. In this research report I argue that the success of any school improvement plan aimed at improving the quality of teaching and learning hinges on the extent to which teachers are able or willing to implement the measures required of them. I argue that changing the way teachers learn to teach by establishing communities of practice and working in collaborative groups in schools, offers a possible panacea. Therefore the aim of this study was to explore the experiences of teachers working in a Collaborative Teaching Strategy (CTS) aimed at improving teachers’ performance in the classroom. This qualitative research project was grounded in an interpretive paradigm and made use of semi-structured individual interviews and a focus group interview to generate data. The constant comparative method of data analysis was used to search for categories and sub-categories of meaning in the data. The findings indicate that while there are significant benefits for teachers working in collaborative groups, there are also several serious constraints. On the positive side, participants in the research experienced the mutual support and the sharing of ideas that emerged from collaborative interactions as affirmation of their expertise and knowledge. In addition, teachers viewed working in collaboration with others as a professional and personal development opportunity. Finding time to collaborate and the emergence of some resistance to collaborative work were identified as constraints. Some teachers felt their individuality and creativity to be restricted by collaborative work. Further, individual personalities impacted negatively on collaboration with tensions emerging between teachers as a result of differing personal experience, expertise, knowledge, authority and values, approaches and benefits about teaching and learning. This resulted in instances of pseudo-collaboration. Also misconceptions about what it means to collaborate about teaching created difficulties for some teachers. The main implication arising from the research project is that availability of time is critical to effective collaboration. In addition, detailed guidance in terms of how and what teachers should be doing during collaborative activities appears necessary. Next, due consideration should be accorded to personality types and working relationships so that collaborative partners and groups can be mindfully structured and provided with training to enable effective work in teams. Equitable workloads and equal access to teaching resources is essential. Finally, mutual respect for each other regardless of experience, expertise, position, belief or opinion is a prerequisite for successful collaboration about the various and varied tasks of teaching.
- Full Text:
Recognition as an aspect of motivational strategies : implication for school effectiveness
- Authors: Nkosi, Philemon Bhekumuzi
- Date: 2012-09-04
- Subjects: Effective teaching , Motivation in education
- Type: Mini-Dissertation
- Identifier: uj:3516 , http://hdl.handle.net/10210/6904
- Description: M.Ed. , The mission statement of the Mpumalanga Department of Education was would motivate educators, learners, parents and other stakeholders in education. At the Ermelo District, on the 24 th of March 1997, recognition as an aspect of motivational strategy was exemplified' by the Mpumalanga Department of Education, when the Head of Department (HOD) and the MEC paid this district a visit. Grade 12 results were analysed by the District Head and other relevant matters were discussed. The highlight of the day was the presentation of scrolls in recognition of excellent, academic performance for those schools that attained a hundred percent pass rate in the senior certificate examination. At this gathering the HOD proffered that team work is commitment to one aim, namely the success to deliver services. 'School governing bodies should see themselves' as cornerstones of the school. Teamwork is a major aspect for school effectiveness.
- Full Text:
- Authors: Nkosi, Philemon Bhekumuzi
- Date: 2012-09-04
- Subjects: Effective teaching , Motivation in education
- Type: Mini-Dissertation
- Identifier: uj:3516 , http://hdl.handle.net/10210/6904
- Description: M.Ed. , The mission statement of the Mpumalanga Department of Education was would motivate educators, learners, parents and other stakeholders in education. At the Ermelo District, on the 24 th of March 1997, recognition as an aspect of motivational strategy was exemplified' by the Mpumalanga Department of Education, when the Head of Department (HOD) and the MEC paid this district a visit. Grade 12 results were analysed by the District Head and other relevant matters were discussed. The highlight of the day was the presentation of scrolls in recognition of excellent, academic performance for those schools that attained a hundred percent pass rate in the senior certificate examination. At this gathering the HOD proffered that team work is commitment to one aim, namely the success to deliver services. 'School governing bodies should see themselves' as cornerstones of the school. Teamwork is a major aspect for school effectiveness.
- Full Text:
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