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dc.contributor.advisorKhoza, S. B.
dc.creatorMuhle, Mlaba Sifiso.
dc.date.accessioned2015-11-19T08:23:44Z
dc.date.available2015-11-19T08:23:44Z
dc.date.created2014
dc.date.issued2015-11-19
dc.identifier.urihttp://hdl.handle.net/10413/12587
dc.descriptionM. Ed. University of KwaZulu-Natal, Durban 2014.en
dc.description.abstractThis dissertation presents an interpretive qualitative case study of four Grade ten Business Studies teachers implementing the Caps at two particular high schools in the Ugu District. The Caps is the South African curriculum which aims to address the challenges that were experienced as a result of the implementation of the National Curriculum Statement. After consultation with stakeholders and considering the concerns raised by the teachers at the implementation level, the Department of Basic Education decided to review the National Curriculum Statement in order to address the issues of workload, teacher confusion and the poor performance by learners. This study intends to understand how Grade ten Business Studies teachers implement the CAPS and to explain why Grade ten Business Studies teachers implement the CAPS in a particular way. The study seeks to answer the following two research questions:  How do Grade ten Business Studies teachers implement the CAPS?  Why do Grade ten Business Studies teachers implement the CAPS in the manner they do? Document analysis, observations and one-on-one semi-structured interviews were conducted with four teachers that were purposively selected because of their experience in teaching the subject in order to get the in-depth data necessary to respond to the two research questions. Purposive sampling was used in selecting four Grade ten Business Studies teachers in two high schools. Convenience sampling was used as these teachers were in schools that were the most accessible in the area. The curricular spider web was used as a theoretical/conceptual framework for data analysis. The study revealed that teachers employed various methods in implementing the curriculum at a classroom level although some aspects of the curricular spider web do not appear in their lesson preparations and lesson presentations as stated in the CAPS document and as indicated by various scholars. Teachers do not indicate the aims and objectives for teaching Business Studies. The reasons for implementing the CAPS are confused with the purpose of teaching Business Studies. It was also evident that teachers still apply the NCS approach when teaching the CAPS because they are not aware that the NCS was a competence curriculum whereas the CAPS is a performance curriculum. Although the CAPS does cover the skills necessary for the learner attainment, the affective domain is not addressed in the content. It is recommended that teacher support and frequent in-service training need to be intensified to close the gaps identified in the implementation of the CAPS including the provision of resources to all schools in order to improve learner performance. Teachers should conduct research on the CAPS so that they will be able to link their experiences with the content which may enable them to understand the curriculum and therefore come up with relevant teaching approaches. The findings of this study may assist the Department of Education, curriculum designers and managers in strengthening the support based on improved methodology. This can be achieved by emphasizing the importance of including the aims and objectives of the curriculum at all implementation stages which include lesson preparation and classroom presentation.en
dc.language.isoen_ZAen
dc.subjectCurriculum change--KwaZulu-Natal.en
dc.subjectCurriculum planning--KwaZulu-Natal.en
dc.subjectTeacher participation in curriculum planning--KwaZulu-Natal.en
dc.subjectTheses--Education.en
dc.titleThe implementation of the CAPS by grade ten Business Studies teachers at two particular high schools in the Ugu District.en
dc.typeThesisen


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