Perceptions of primary school principals about the assessment of learner performance in mathematics within outcome based education.
- Authors: Mdluli, Manono Angeline
- Date: 2008-10-14T07:08:01Z
- Subjects: competency based education , elementary school principals , rating of students , academic achievement evaluation , South Africa , mathematics study and teaching
- Type: Thesis
- Identifier: uj:11942 , http://hdl.handle.net/10210/1166
- Description: M.Ed. , The transformasieproses in Suid-Afrika met die instelling van Uitkomsgebaseerde Onderwys, asook die implementering van die Nasionale Assesseringsbeleid tesame met snelle ontwikkeling in die onderrig en leer van wiskunde, het ‘n veranderde siening van die skoolhoof se rol, funksie en verantwoordelikhede teweeg gebring. Een omvattende verandering vir die skoolhoof is om te verseker dat ‘n skool gehalte onderrig en leer voorsien en in stand hou. Die tranformasie in die onderwys het daartoe aanleiding gegee dat die navorser ondersoek ingestel het na die persepsies van skoolhoofde ten opsigte van die assessering van leerderprestasie in wiskunde binne die Uitkomsgebaseerde Onderwysparadigma. Hierdie navorsig gee die verskillende persepsies wat laerskoolhoofde oor die aard van wiskunde en die assessering van leerderprestasie in wiskunde het. ‘n Kwantitatiewe navorsingsmetode is gebruik om skoolhoofde se persepsies oor die assessering van leerderprestasie in wiskunde te identifiseer. Tesame hiermee het ‘n literatuuroorsig die raamwerk vir die ondersoek voorsien. Die doel van die navorsing was om die persepsies onderliggend aan skoolhoofde se bestuur van assesseringshandelinge te identifiseer. ‘n Gestruktureerde vraelys is as navorsingsinstrument gebruik. Die sleutelbevindings van hierdie navorsing was dat laerskoolhoofde uiteenlopende persepsies van die aard van wiskunde en die assessering van leerderprestasie in wiskunde het. Hulle persepsies van die aard van wiskunde spruit uit die manier waarop hulleself in wiskunde onderrig is, die manier waarop hulle geassesseer is, en hulle oortuigings en houdings oor wiskunde en assessering. Die volgende sleutelaspekte het uit hulle persepsies van die assessering van leerderprestasie in wiskunde en hulle rol om te verseker dat gehalte onderwys voorsien word, na vore gekom: • ‘n Gebrek aan begrip vir die aard van wiskundige kennis. • ‘n Gebrek aan begrip van die essensie van uitkomsgebaseerde assessering. • Beperkte kennis en begrip van hedendaagse sienings oor die onderrig en leer van wiskunde. Ten slotte is dit duidelik dat deur opleiding en ontwikkelingsprogramme en sterk ondersteuningstrukture, skoolhoofde ondersteun kan word om die assessering van leerderprestasie doeltreffend te bestuur en die voorsiening van gehalte onderrig en leer in wiskunde te verseker. , Mr. D.R. Mestry
- Full Text:
- Authors: Mdluli, Manono Angeline
- Date: 2008-10-14T07:08:01Z
- Subjects: competency based education , elementary school principals , rating of students , academic achievement evaluation , South Africa , mathematics study and teaching
- Type: Thesis
- Identifier: uj:11942 , http://hdl.handle.net/10210/1166
- Description: M.Ed. , The transformasieproses in Suid-Afrika met die instelling van Uitkomsgebaseerde Onderwys, asook die implementering van die Nasionale Assesseringsbeleid tesame met snelle ontwikkeling in die onderrig en leer van wiskunde, het ‘n veranderde siening van die skoolhoof se rol, funksie en verantwoordelikhede teweeg gebring. Een omvattende verandering vir die skoolhoof is om te verseker dat ‘n skool gehalte onderrig en leer voorsien en in stand hou. Die tranformasie in die onderwys het daartoe aanleiding gegee dat die navorser ondersoek ingestel het na die persepsies van skoolhoofde ten opsigte van die assessering van leerderprestasie in wiskunde binne die Uitkomsgebaseerde Onderwysparadigma. Hierdie navorsig gee die verskillende persepsies wat laerskoolhoofde oor die aard van wiskunde en die assessering van leerderprestasie in wiskunde het. ‘n Kwantitatiewe navorsingsmetode is gebruik om skoolhoofde se persepsies oor die assessering van leerderprestasie in wiskunde te identifiseer. Tesame hiermee het ‘n literatuuroorsig die raamwerk vir die ondersoek voorsien. Die doel van die navorsing was om die persepsies onderliggend aan skoolhoofde se bestuur van assesseringshandelinge te identifiseer. ‘n Gestruktureerde vraelys is as navorsingsinstrument gebruik. Die sleutelbevindings van hierdie navorsing was dat laerskoolhoofde uiteenlopende persepsies van die aard van wiskunde en die assessering van leerderprestasie in wiskunde het. Hulle persepsies van die aard van wiskunde spruit uit die manier waarop hulleself in wiskunde onderrig is, die manier waarop hulle geassesseer is, en hulle oortuigings en houdings oor wiskunde en assessering. Die volgende sleutelaspekte het uit hulle persepsies van die assessering van leerderprestasie in wiskunde en hulle rol om te verseker dat gehalte onderwys voorsien word, na vore gekom: • ‘n Gebrek aan begrip vir die aard van wiskundige kennis. • ‘n Gebrek aan begrip van die essensie van uitkomsgebaseerde assessering. • Beperkte kennis en begrip van hedendaagse sienings oor die onderrig en leer van wiskunde. Ten slotte is dit duidelik dat deur opleiding en ontwikkelingsprogramme en sterk ondersteuningstrukture, skoolhoofde ondersteun kan word om die assessering van leerderprestasie doeltreffend te bestuur en die voorsiening van gehalte onderrig en leer in wiskunde te verseker. , Mr. D.R. Mestry
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Die integrering van uitkomsgerigte onderwys en kooperatiewe leer as ondersteuningsmeganisme vir wiskunde-onderrig by kolleges.
- Authors: Volschenk, David Eduan
- Date: 2009-02-27T07:12:48Z
- Subjects: competency based education , group work in education , mathematics study and teaching
- Type: Thesis
- Identifier: uj:8191 , http://hdl.handle.net/10210/2195
- Description: M.Ed. , The central focus of the study is the development of guidelines and the creation of a implementation model for the integration of Outcomes Based Education (hereafter referred to as OBE) and Cooperative learning. The purpose of both the guidelines and the implementation model is to assist colleges with the implementation of the Education Strategy of the National Department of Education as proposed by the Minister of Education. A literature study was initiated through the identification of a problem area. A problem statement was formulated, followed by determining a working methodology which was to be followed during the execution of the study. During the study as well as the development stages of the implementation model, both OBE and Cooperative learning remained the central focus. By means of a literature study both the focus points were highlighted by the emphasis on the integration of OBE and Cooperative learning. The literature study was followed by a quantitative empirical study. The study was supported by the development of a qualitative data gathering instrument. The empirical study was conducted at 3 colleges. The purpose of the empirical study was to determine the extend to which lecturers were employing OBE and Cooperative learning in the Mathematics classes. The research data forthcoming from the empirical study were analysed. During this analysis the focus fell on specifically six points. The six points were the following: • What level of understanding do the respondents have of OBE and Cooperative learning? • What level of training have respondents undergone pertaining to OBE and Cooperative learning? • Does the need exist among respondents to implement OBE and Cooperative learning in their Mathematics classes? • Are respondents capable of implementing OBE and Cooperative learning in their Mathematics classes? • How often are OBE and Cooperative learning used by the respondents in the Mathematics classes? • Is there a need among respondents for further training in OBE and Cooperative learning? The analysis was followed by an elaborate discussion of the above mentioned points to ensure the data acquired were understood and correctly interpreted. This allowed the researcher to draw certain conclusions, which in turn, along with personal experience, were used to make recommendations with respect to the integration of OBE and Cooperative learning as teaching approaches in Mathematics classes.
- Full Text:
- Authors: Volschenk, David Eduan
- Date: 2009-02-27T07:12:48Z
- Subjects: competency based education , group work in education , mathematics study and teaching
- Type: Thesis
- Identifier: uj:8191 , http://hdl.handle.net/10210/2195
- Description: M.Ed. , The central focus of the study is the development of guidelines and the creation of a implementation model for the integration of Outcomes Based Education (hereafter referred to as OBE) and Cooperative learning. The purpose of both the guidelines and the implementation model is to assist colleges with the implementation of the Education Strategy of the National Department of Education as proposed by the Minister of Education. A literature study was initiated through the identification of a problem area. A problem statement was formulated, followed by determining a working methodology which was to be followed during the execution of the study. During the study as well as the development stages of the implementation model, both OBE and Cooperative learning remained the central focus. By means of a literature study both the focus points were highlighted by the emphasis on the integration of OBE and Cooperative learning. The literature study was followed by a quantitative empirical study. The study was supported by the development of a qualitative data gathering instrument. The empirical study was conducted at 3 colleges. The purpose of the empirical study was to determine the extend to which lecturers were employing OBE and Cooperative learning in the Mathematics classes. The research data forthcoming from the empirical study were analysed. During this analysis the focus fell on specifically six points. The six points were the following: • What level of understanding do the respondents have of OBE and Cooperative learning? • What level of training have respondents undergone pertaining to OBE and Cooperative learning? • Does the need exist among respondents to implement OBE and Cooperative learning in their Mathematics classes? • Are respondents capable of implementing OBE and Cooperative learning in their Mathematics classes? • How often are OBE and Cooperative learning used by the respondents in the Mathematics classes? • Is there a need among respondents for further training in OBE and Cooperative learning? The analysis was followed by an elaborate discussion of the above mentioned points to ensure the data acquired were understood and correctly interpreted. This allowed the researcher to draw certain conclusions, which in turn, along with personal experience, were used to make recommendations with respect to the integration of OBE and Cooperative learning as teaching approaches in Mathematics classes.
- Full Text:
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