Journal of Educational Studies - latest Issue
Volume 15, Issue 1, 2016
The effect size of an intervention focusing on the use of previous national senior certificate mathematics examination papersAuthor Cyril JulieSource: Journal of Educational Studies 15, pp 1 –22 (2016)More Less
This study reports on an intervention that emanated from a concern a mathematics teacher had about the unsatisfactory performance of grade 12 learners in the school-based mid-year examination. The intervention was based on distributed practice and the effect size of the intervention was determined as an indicator of the effectiveness of the intervention. Different effect sizes are reported and the reasons for their acceptance or non-acceptance are presented. Overall the results indicate that if all the different effect sizes are taken into account, the intervention had a medium to high effect. Given that the intervention was driven by aspects of teaching and was done at school, it is recommended that more attention be accorded to those aspects of teaching that enhance achievement in Mathematics.
The use of Ubuntu principle in enhancing the intellectual wellness of juvenile learners in a correctional school in Gauteng provinceSource: Journal of Educational Studies 15, pp 23 –46 (2016)More Less
The study investigated the effectiveness of the Ubuntu Principle in enhancing of the intellectual wellness of juvenile learners in a correctional school in Gauteng Province, South Africa. An integrative framework of Ubuntu and Wellness theories were used as a lenses underpinning this study. A mixed method design was used. The study used more than one data collection instrument for collecting data. A Likert scale was completed by 52 learners while interview questionnaires were used for gathering data from 4 teachers. Researchers also used observations as a form of collecting data. The researchers were observing the support given to learners during the teaching process and also how teachers related to their learners. Fifty-two learners and four teachers were randomly selected from a purposively selected correctional school in classes of ABET level 1-4 and Grade 10-12 in Gauteng. Data was analysed through the inductive content analysis coding, categorizing and then eventually coming up with themes. The study revealed that learners lack full confidence when learning in a correctional School compared to when learning in schools outside. It also emerged from the study that teachers need appropriate and adequate teaching and learning support material for effective teaching and learning in a correctional schools. The study further revealed the need for empowerment and development of teachers to effectively assist learners facing academic challenges. It was recommended that teachers' training for empowerment and development, would improve the teaching methods and alleviate the challenges teachers encounter while teaching in correctional schools.
Inclusion of learners with disabilities in mainstream classes : the role of colleges of primary teacher education in preparing pre-service teachers in ZimbabweSource: Journal of Educational Studies 15, pp 47 –73 (2016)More Less
The purpose of the study is to examine the role of colleges of primary teacher education in preparing pre-service teachers to meet the needs of learners with disabilities in mainstream classes. It is in light of the above that a qualitative case study design was adopted to develop an in-depth insight into the problem. Purposive sampling was used to select the principal, 10 lecturers (5 inclusive education and 5 general education) while 20 pre-service teachers (12 males and 8 females) were identified through the snowballing technique for the study. Data were collected using a survey for pre-service teachers and interview schedules for the principal and lecturers. The generated data were analysed using thick descriptions of information which was organised into themes and patterns. The findings of the study revealed that more relevant educational resources for learners with hearing, visual, physical and mental impairments need to be availed for use by pre-service teachers and lecturers and that exposure of per-service teachers to inclusive practices while on teaching practice is limited. The study recommends that regular staff development programmes and in-service workshops be organised for lecturers to enhance their knowledge and skills on inclusivity for further transfer to pre-service teachers. The college must work to build a closer collaboration between the general and special education lecturers and instil a social justice mind-set in student-teachers for handling learners with diverse needs.
Trends and determinants of educational attainment of adolescents in farming households of Ogun state, NigeriaSource: Journal of Educational Studies 15, pp 74 –92 (2016)More Less
Human capital development is recognised as contributing to or improving household well-being as well as serving as an important means for poor countries to increase their labour productivity, which can attract capital to drive economic growth. This study identified time allocation to household activities and factors influencing adolescents' educational level attainment/drop-out rate in farming households in agrarian communities in Nigeria. The study was carried out among farming households in the Odeda local government area (LGA) of Ogun state, Nigeria. Ninety-five households were interviewed with the aid of a structured questionnaire. The data were analysed with descriptive statistics and inferential modelling (logit model). The study determined that adolescents in the farming households spend more time on school attendance and that the probability of female adolescents completing educational grades is higher than for male adolescents. Educational level attainment was however influenced by parents' educational level, distance to the school, adolescents' age and household work. The study shows that household heads' educational status plays a vital role in children's schooling and judicious decisions on time allocation between schooling and household work. It recommends an early compulsory enrolment policy in sub-Saharan Africa, as the dropout rate increases as the age of the adolescents increases.
Source: Journal of Educational Studies 15, pp 93 –106 (2016)More Less
Evidence is emerging that there is an urgent need to transform education programmes at institutions using reflective practice as a tool. One way of approaching new breeds of teachers so as to improve quality teaching and learning, is a paradigm of establishing school communities where teachers can reflect on their practices by sharing their experiences and knowledge in class or schools. A case study design and qualitative approach were undertaken by means of which to investigate the perceptions of teachers regarding critical reflective classroom practice. Data was collected through the use of semi-structured interviews. Three teachers and three head of the departments from surrounding schools were taken as respondents, who were reliable insiders and purposefully selected based their experiences and exposure to reflective practice. Findings revealed that teachers and HoDs are reflecting-on-action and not reflecting-in-action. Such reflection is reactive, rather than guiding future actions.
The implications of Bourdieu's theory on teaching and learning : key intervention strategies espoused in one South African universityAuthor Newman WadesangoSource: Journal of Educational Studies 15, pp 107 –125 (2016)More Less
Teaching Developers are able to play a key role in the design and provision of teaching development opportunities that instantaneously meet the necessities of the university and are responsive to the expressive and personal intricacies of learning to be a lecturer. Teaching development initiatives, if conducted in the right manner, can yield potential benefits to many stakeholders in the higher education context, including lecturers and the students. The South African Higher Education Quality Committee (HEQC), nevertheless, expects teachers in the Higher Education and Training (HET) band in South Africa to be able to implement changes in teaching to address the many recent trends and developments in higher education and training. The Academic Development Consultants are tasked with providing support that will enable members of academic staff of a tertiary institution, to engage in teaching professionally, at a national and international level. The purpose of this study was to investigate the extent to which the university under study take into consideration or appreciate the varied cultural capitals that students bring into their classes as well as intervention strategies that have been espoused to capacitate lecturers for them to be able to deal with such students according to Bourdieu's theory. Using a desktop and content analysis approaches, this article reports on how the university under study formulated migrating interventions aimed at capacitating lecturers with pedagogical skills that are critical in the teaching and learning process. The article concludes that it is essential to equip members of academic teaching staff with the background, theory and principles of education which will enable them to engage critically with their teaching practice.
The pedagogical enhancement of classroom interaction through the use of code switching in multilingual classrooms in South AfricaAuthor Stanley MadonselaSource: Journal of Educational Studies 15, pp 126 –146 (2016)More Less
Code switching constitutes one of many language contact phenomena and it can be understood by placing it in the double context of the speech economy of a multilingual society. It is a product of prolonged interaction among those who operate with shared beliefs regarding their own culture and communicating with others and is central to the understanding of human language and the making of meaning. The aim of this article is to explore whether code switching in the classroom environment can be an effective pedagogic tool to enhance teaching and learning and also expands the vocabulary of learners and the level of their communication in the classroom. The article also explores the distinctive nature of communication in the classroom environment by considering the different research paradigms and approaches that have been adopted in studying code switching in the classroom. The issue of code switching from the learner's first language (L1) and the second language (L2), which is usually the language of teaching and learning, is the focus in which this article is approached. This research study employs qualitative method in an attempt to interrogate the existing literature on classroom interaction using code switching as the basis of its argument.
Curbing the problem of curriculum implementation by teachers in rural schools : a case of selected schools in SwazilandSource: Journal of Educational Studies 15, pp 147 –163 (2016)More Less
This article reports on a research that was conducted in some rural schools in Swaziland in order to understand how much teachers benefit from the leadership of the Heads of Departments (HoDs) in the implementation of changes in the curriculum. Research was conducted in English departments of eight senior secondary schools in the district of Shiselweni. Classroom performances by different teachers were observed. The HoDs were drawn in during the presentations by the teachers to allow them opportunities to observe and comment on how much of their guidance prevailed in the performance of teachers. The design of the study was qualitative, and the sample was drawn purposively, with responses from eight respondents, composed of one departmental head from each school. Teachers contributed some comments during the post presentation conference periods. Data were collected through document analysis, observations and unstructured questions to initiate free and unguided communication of the respondents. The study was initiated through Grounded theory, which was later followed supplemented with the Constructivist leadership theory.Deductions were made from the research results.It was from these deductions that recommendations were made that the government officials responsible for curriculum development and implementation should revisit their strategies to ensure success of the efforts to change the curriculum.
Intervention strategies used by teachers for learners with reading disabilities in public mainstream secondary schools in Mvudi CircuitAuthor N.P. MudzielwanaSource: Journal of Educational Studies 15, pp 164 –186 (2016)More Less
The purpose of this study was to investigate the intervention strategies used by teachers for learners with reading disabilities in public mainstream secondary schools in Mvudi Circuit. The study was quantitative in nature. The population of the study were all public mainstream secondary schools. Random sampling was used to select seventy learners who took part in this study. Questionnaires were distributed to participants and were collected three days after the day they were distributed. Data was analyzed through the Statistical Package for Social Science (SPSS) programme. Results showed that teachers should give individual attention to learners who have reading disabilities for them to be able to succeed in their academic learning activities. Learners who have sight problems require special intervention strategies by teachers who are teaching in an inclusive class which adapts to the sight problem of the learner. The study recommended that reinforcements for these learners are crucial based on the learner's response as this encourages, inspires and strengthen learners' behavior. Teachers should provide appropriate practice opportunities for these learners to assimilate and anchor information. The study also recommends that the use of technology by learners with reading disabilities improves learners reading abilities.