Life stories of academic achievers in informal settlements in Gauteng.
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
- Full Text:
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
- Full Text:
Management strategies to improve the academic performance of previously disadvantaged secondary schools in the grade 12 examination.
- Authors: Joseph, Vathukattu Kurian
- Date: 2008-08-25T10:26:16Z , 2004
- Subjects: academic achievement , high school examinations , school management and organization , educational leadership , effective teaching , secondary education , parent participation in education
- Type: Thesis
- Identifier: uj:3862 , http://hdl.handle.net/10210/922
- Description: The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given. , Prof. T.C. Bisschoff
- Full Text:
- Authors: Joseph, Vathukattu Kurian
- Date: 2008-08-25T10:26:16Z , 2004
- Subjects: academic achievement , high school examinations , school management and organization , educational leadership , effective teaching , secondary education , parent participation in education
- Type: Thesis
- Identifier: uj:3862 , http://hdl.handle.net/10210/922
- Description: The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given. , Prof. T.C. Bisschoff
- Full Text:
Managing the effects of multi-grade teaching on learner performance in Namibia.
- Authors: Beukes, Florida C.G.
- Date: 2008-06-24T07:47:46Z
- Subjects: Namibia , training of teachers , academic achievement , school management and organisation , classroom management
- Type: Thesis
- Identifier: uj:3544 , http://hdl.handle.net/10210/692
- Description: Data presented in 2004 at a national conference on multi-grade teaching in Namibia revealed some significant negative effects on achievement associated with multi-grade instruction. In addition, the data indicated that teachers lack management and organisational strategies for multi-grade teaching. The purpose of this study was to explore the views and perceptions of educators on the managing of multi-grade classes in Namibia. Chapter one describes the background to the study, focussing on the history of education in Namibia and the history of multi-grade education. It became clear at this stage already that teachers need to be well trained, well resourced and hold positive attitudes towards multi-grade teaching if children are to learn effectively in multi-grade environments. In addition, parents should have input into significant instructional and assessment decisions concerning their children. The Literature survey in chapter two provides a theoretical framework on the concept of the management of multi-grade classrooms and the need for appropriate management and teaching skills. Effective multi-grade teaching involves the use of a range of organisational strategies in the classroom. Curriculum, learning materials, teacher education and assessment are necessary components of an integrated strategy for teaching and learning. Surrounding these strategies is the need for national policies (for curriculum, materials, teacher education and assessment) that recognise, legitimate and support learners and teachers in multi-grade settings. Chapter three identified the tools and processes of conducting the study with reference to previous and new developments in multi-grade teaching. The assumption guiding the study is that a strong case can be made by using an approach that combines qualitative and quantitative elements. By using different methods at various points in the research process, the researcher could build on the strength of each type of data collection and minimise the weaknesses of any single approach. Data was therefore collected simultaneously and involved both numeric information (on structured questionnaires) and text information (on focus group interviews and observations) so that the final database represents both qualitative and quantitative information. Five educational regions in Namibia were randomly selected to participate in this study. Literature suggests five key areas that are normally the focus of concern in multigrade teaching environments and should be included in any training programme. These include classroom management, instructional strategies, curriculum, instructional materials and community involvement. These five key areas were also used as a conceptual framework through which the observations, focus group interviews and questionnaires were rendered comprehensible in the analysis and interpretation of data as discussed in chapter four. It should be emphasised that education is inevitably underpinned by educational philosophies whether acknowledged or not. Multi-grade teaching too has particular philosophical bases, which emerge from the literature. Multi-grade practices recognise that there is an overlap of abilities amongst learners but also that levels of difficulty have to be taken into account. The philosophy of teaching is therefore an important consideration in multi-grade teaching. The findings of the study are discussed in chapter five. One of the most important findings is most probably the need for a national policy that recognises, legitimate and support learners and teachers in multi-grade settings. The study concludes with recommendations and suggestions for further research. , Prof. C.F. Loock
- Full Text:
- Authors: Beukes, Florida C.G.
- Date: 2008-06-24T07:47:46Z
- Subjects: Namibia , training of teachers , academic achievement , school management and organisation , classroom management
- Type: Thesis
- Identifier: uj:3544 , http://hdl.handle.net/10210/692
- Description: Data presented in 2004 at a national conference on multi-grade teaching in Namibia revealed some significant negative effects on achievement associated with multi-grade instruction. In addition, the data indicated that teachers lack management and organisational strategies for multi-grade teaching. The purpose of this study was to explore the views and perceptions of educators on the managing of multi-grade classes in Namibia. Chapter one describes the background to the study, focussing on the history of education in Namibia and the history of multi-grade education. It became clear at this stage already that teachers need to be well trained, well resourced and hold positive attitudes towards multi-grade teaching if children are to learn effectively in multi-grade environments. In addition, parents should have input into significant instructional and assessment decisions concerning their children. The Literature survey in chapter two provides a theoretical framework on the concept of the management of multi-grade classrooms and the need for appropriate management and teaching skills. Effective multi-grade teaching involves the use of a range of organisational strategies in the classroom. Curriculum, learning materials, teacher education and assessment are necessary components of an integrated strategy for teaching and learning. Surrounding these strategies is the need for national policies (for curriculum, materials, teacher education and assessment) that recognise, legitimate and support learners and teachers in multi-grade settings. Chapter three identified the tools and processes of conducting the study with reference to previous and new developments in multi-grade teaching. The assumption guiding the study is that a strong case can be made by using an approach that combines qualitative and quantitative elements. By using different methods at various points in the research process, the researcher could build on the strength of each type of data collection and minimise the weaknesses of any single approach. Data was therefore collected simultaneously and involved both numeric information (on structured questionnaires) and text information (on focus group interviews and observations) so that the final database represents both qualitative and quantitative information. Five educational regions in Namibia were randomly selected to participate in this study. Literature suggests five key areas that are normally the focus of concern in multigrade teaching environments and should be included in any training programme. These include classroom management, instructional strategies, curriculum, instructional materials and community involvement. These five key areas were also used as a conceptual framework through which the observations, focus group interviews and questionnaires were rendered comprehensible in the analysis and interpretation of data as discussed in chapter four. It should be emphasised that education is inevitably underpinned by educational philosophies whether acknowledged or not. Multi-grade teaching too has particular philosophical bases, which emerge from the literature. Multi-grade practices recognise that there is an overlap of abilities amongst learners but also that levels of difficulty have to be taken into account. The philosophy of teaching is therefore an important consideration in multi-grade teaching. The findings of the study are discussed in chapter five. One of the most important findings is most probably the need for a national policy that recognises, legitimate and support learners and teachers in multi-grade settings. The study concludes with recommendations and suggestions for further research. , Prof. C.F. Loock
- Full Text:
Managing the impact of informal settlements on the performance of primary school learners in Kagiso.
- Authors: Ndlovu, Nonhlanhla Crystal
- Date: 2008-10-21T12:34:17Z
- Subjects: elementary education , squatter settlements , academic achievement , education of squatters , Kagiso (South Africa)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384294 , uj:13003 , http://hdl.handle.net/10210/1288
- Description: M.Ed. , There are remarkable differences in the academic performance between the learners residing in informal settlements and those from townships (formal settlements). Learners from informal settlements perform very poorly as compared to learners from formal settlements. From the literature review, the factors leading to study problems are identified as environment, lack of resources, available time and place to study. The socio-economic background affects a child at every point in his or her academic career. The purpose of this study was to explore ways and means of managing the negative impact of the informal settlements on the academic performance of primary school learners of Kagiso. It was also to investigate possible solutions and provide them in the form of guidelines to the Department of Education as intervention strategies to address management on the impact of informal settlements on learner performance. This was a qualitative research. The study explored the impact of the informal settlements and its management in the performance of primary school learners through in- depth interviews and observations. The researcher conducted interviews with a sample drawn from primary school principals, educators, learners and affected parents in Kagiso. The data were analyzed separately by eliciting the unique experiences of respondents and led to common emerging themes. Measures to ensure trustworthiness have been applied in the research and ethical measures have been strictly adhered to. Trustworthiness consists of four components: creditability, transferability, dependability and conformability. Validity and reliability were ensured by the use of the participant’s own language as raw as it is, in data recording. Findings from the research in line with literature review suggested that the informal settlements have a negative impact on learners. Inadequate housing and overcrowding deprive the child of privacy. Homework and study is done against a noisy background. This can be managed by all stakeholders taking part in the intervention strategies that influence policy formulation regarding the at-risk learners in Kagiso. Recommendations ensuing from this study will contribute to the development of intervention strategies to address management concerning this impact. The recommendations will be forwarded to the Department of Education and other relevant state departments. , Prof. J.R. Debeila
- Full Text:
Managing the impact of informal settlements on the performance of primary school learners in Kagiso.
- Authors: Ndlovu, Nonhlanhla Crystal
- Date: 2008-10-21T12:34:17Z
- Subjects: elementary education , squatter settlements , academic achievement , education of squatters , Kagiso (South Africa)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384294 , uj:13003 , http://hdl.handle.net/10210/1288
- Description: M.Ed. , There are remarkable differences in the academic performance between the learners residing in informal settlements and those from townships (formal settlements). Learners from informal settlements perform very poorly as compared to learners from formal settlements. From the literature review, the factors leading to study problems are identified as environment, lack of resources, available time and place to study. The socio-economic background affects a child at every point in his or her academic career. The purpose of this study was to explore ways and means of managing the negative impact of the informal settlements on the academic performance of primary school learners of Kagiso. It was also to investigate possible solutions and provide them in the form of guidelines to the Department of Education as intervention strategies to address management on the impact of informal settlements on learner performance. This was a qualitative research. The study explored the impact of the informal settlements and its management in the performance of primary school learners through in- depth interviews and observations. The researcher conducted interviews with a sample drawn from primary school principals, educators, learners and affected parents in Kagiso. The data were analyzed separately by eliciting the unique experiences of respondents and led to common emerging themes. Measures to ensure trustworthiness have been applied in the research and ethical measures have been strictly adhered to. Trustworthiness consists of four components: creditability, transferability, dependability and conformability. Validity and reliability were ensured by the use of the participant’s own language as raw as it is, in data recording. Findings from the research in line with literature review suggested that the informal settlements have a negative impact on learners. Inadequate housing and overcrowding deprive the child of privacy. Homework and study is done against a noisy background. This can be managed by all stakeholders taking part in the intervention strategies that influence policy formulation regarding the at-risk learners in Kagiso. Recommendations ensuing from this study will contribute to the development of intervention strategies to address management concerning this impact. The recommendations will be forwarded to the Department of Education and other relevant state departments. , Prof. J.R. Debeila
- Full Text:
Predicting achievement in mathematics at tertiary level.
- Authors: Eiselen, Rietta Johanna
- Date: 2008-06-05T11:40:43Z
- Subjects: mathematics study and teaching (Higher) , academic achievement , college students , prediction of scholastic success
- Type: Thesis
- Identifier: uj:9013 , http://hdl.handle.net/10210/547
- Description: In view of the National Plan for Higher Education (Department of Education, 2001) that calls for an increased throughput of students at higher education institutions within South Africa, a quantitative study was undertaken at a particular higher education institution during 2005 to identify factors associated with achievement in mathematics at entry level to tertiary studies. Factors considered in this study pertained specifically to those that may facilitate the introduction of intervention aimed at assisting students enrolled for mathematics at tertiary level and who are at risk of failing. Students admitted to either a degree or extended degree programme in science, engineering and technology (SET) in 2005 at the higher education institution constituted the target population. A survey was conducted at the onset of the academic year among students in the target population providing written consent to participate in the study. Three pen-and-paper questionnaires were administered, i.e. a background questionnaire, a newly developed cognitive instrument for the measurement of basic mathematical skills, including mathematics language proficiency, and an adapted instrument, based on an existing standardised instrument, the Study Orientation in Mathematics (SOM) instrument (Maree, Prinsloo & Claassen, 1997), for the measurement of the affective and behavioural domains related to the studying of mathematics. Information regarding student achievement at the end of their first semester of study was obtained from student academic records. Background variables, in particular being an English second language (ESL) student and having received home language tuition at school were shown to be associated with the initial preparedness of students, i.e. their Grade 12 achievement. These variables did not, however, directly contribute towards the prediction of achievement at entry level to the institution. The extent to which students have acquired basic mathematical skills, particularly mathematical language proficiency (not necessarily reflected in their Grade 12 results) was shown to contribute significantly towards the prediction of achievement in mathematics at entry level. In addition, anxiety and attitude towards mathematics and the utilisation of effective study behaviour were also shown to be associated with achievement; the latter contributing significantly towards the prediction of achievement at entry level for both degree and extended degree programme students. The findings culminated in recommendations for tertiary institutions, educators and those embarking on future research relating to the theme in question. The issue of measuring basic mathematical skills, including mathematical language proficiency and study strategies of students studying towards careers in SET at the onset of their studies and providing support to improve these, is emphasised. , Prof. J. Strauss
- Full Text:
- Authors: Eiselen, Rietta Johanna
- Date: 2008-06-05T11:40:43Z
- Subjects: mathematics study and teaching (Higher) , academic achievement , college students , prediction of scholastic success
- Type: Thesis
- Identifier: uj:9013 , http://hdl.handle.net/10210/547
- Description: In view of the National Plan for Higher Education (Department of Education, 2001) that calls for an increased throughput of students at higher education institutions within South Africa, a quantitative study was undertaken at a particular higher education institution during 2005 to identify factors associated with achievement in mathematics at entry level to tertiary studies. Factors considered in this study pertained specifically to those that may facilitate the introduction of intervention aimed at assisting students enrolled for mathematics at tertiary level and who are at risk of failing. Students admitted to either a degree or extended degree programme in science, engineering and technology (SET) in 2005 at the higher education institution constituted the target population. A survey was conducted at the onset of the academic year among students in the target population providing written consent to participate in the study. Three pen-and-paper questionnaires were administered, i.e. a background questionnaire, a newly developed cognitive instrument for the measurement of basic mathematical skills, including mathematics language proficiency, and an adapted instrument, based on an existing standardised instrument, the Study Orientation in Mathematics (SOM) instrument (Maree, Prinsloo & Claassen, 1997), for the measurement of the affective and behavioural domains related to the studying of mathematics. Information regarding student achievement at the end of their first semester of study was obtained from student academic records. Background variables, in particular being an English second language (ESL) student and having received home language tuition at school were shown to be associated with the initial preparedness of students, i.e. their Grade 12 achievement. These variables did not, however, directly contribute towards the prediction of achievement at entry level to the institution. The extent to which students have acquired basic mathematical skills, particularly mathematical language proficiency (not necessarily reflected in their Grade 12 results) was shown to contribute significantly towards the prediction of achievement in mathematics at entry level. In addition, anxiety and attitude towards mathematics and the utilisation of effective study behaviour were also shown to be associated with achievement; the latter contributing significantly towards the prediction of achievement at entry level for both degree and extended degree programme students. The findings culminated in recommendations for tertiary institutions, educators and those embarking on future research relating to the theme in question. The issue of measuring basic mathematical skills, including mathematical language proficiency and study strategies of students studying towards careers in SET at the onset of their studies and providing support to improve these, is emphasised. , Prof. J. Strauss
- Full Text:
The assessment of instructional leadership as an aspect to improve learner achievement.
- Mthombeni, Phumzile Priscillia
- Authors: Mthombeni, Phumzile Priscillia
- Date: 2008-10-14T11:25:35Z
- Subjects: educational leadership , school principals , academic achievement , training of teachers , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12083 , http://hdl.handle.net/10210/1182
- Description: M.Ed. , The school effectiveness studies that began appearing in the 1970's have suggested that leadership in schools with improving learner achievement differed from leadership in schools with declining learner achievement. The difference was mainly due to the fact that principals of schools that were improving were seen to be instructional leaders who are focused on the implementation of effective instructional programmes (Sybouts and Wendel, 1994: 19). The research by Hallinger and Heck that was conducted in 1996, supports the above argument. In their research they assessed forty studies of the principals' instructional role. Their report illuminated that three quarters of their studies conceptualised the role of the principal in effective schools as the instructional leader. When emphasizing the relationship between instructional leadership and learner achievement, Hopkins (2001:16) mentions that the domain of instructional leadership is the focus on student learning and achievement. Gary (1993:37) also supports the suggestion that there is a relationship between the leadership of the school and learner achievement. He contends that learning should be placed at the heart of school leadership. In order for principals to achieve excellence in learner achievement it is essential to exercise effective instructional leadership which is the path to good learning and teaching (National Department of Education, 2001:1). The above concepts of instructional leadership suggest that principals are shouldered with the responsibility of propelling the teaching and learning activities in the right direction. Nanus (1996:5) succinctly states that the principal should constantly improve every aspect of management and governance and he/ she should always strive for excellence. , Prof. B.R Grobler
- Full Text:
- Authors: Mthombeni, Phumzile Priscillia
- Date: 2008-10-14T11:25:35Z
- Subjects: educational leadership , school principals , academic achievement , training of teachers , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12083 , http://hdl.handle.net/10210/1182
- Description: M.Ed. , The school effectiveness studies that began appearing in the 1970's have suggested that leadership in schools with improving learner achievement differed from leadership in schools with declining learner achievement. The difference was mainly due to the fact that principals of schools that were improving were seen to be instructional leaders who are focused on the implementation of effective instructional programmes (Sybouts and Wendel, 1994: 19). The research by Hallinger and Heck that was conducted in 1996, supports the above argument. In their research they assessed forty studies of the principals' instructional role. Their report illuminated that three quarters of their studies conceptualised the role of the principal in effective schools as the instructional leader. When emphasizing the relationship between instructional leadership and learner achievement, Hopkins (2001:16) mentions that the domain of instructional leadership is the focus on student learning and achievement. Gary (1993:37) also supports the suggestion that there is a relationship between the leadership of the school and learner achievement. He contends that learning should be placed at the heart of school leadership. In order for principals to achieve excellence in learner achievement it is essential to exercise effective instructional leadership which is the path to good learning and teaching (National Department of Education, 2001:1). The above concepts of instructional leadership suggest that principals are shouldered with the responsibility of propelling the teaching and learning activities in the right direction. Nanus (1996:5) succinctly states that the principal should constantly improve every aspect of management and governance and he/ she should always strive for excellence. , Prof. B.R Grobler
- Full Text:
The management of curriculum delivery as an aspect of learner performance in grade 12.
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
- Full Text:
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
- Full Text:
The principal's role in implementing the EAZ as an intervention strategy.
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
- Full Text:
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
- Full Text:
- «
- ‹
- 1
- ›
- »