Browsing by Author "Mpungose, Cedric Bheki."

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Experiences of first-year students on the use of Moodle to learn business studies at a South African university.
(2019) Shezi, Mongezi Nkosingiphile.; Mpungose, Cedric Bheki.
Exploring Business Studies student teachers’ experiences on the integration of educational technological resources at uMgungundlovu District.
(2021) Mthethwa, Mthobisi Blessing.; Mpungose, Cedric Bheki.
Student teachers’ have been raved to move from traditional to online pedagogy to tie with the demands of the fourth (4th) industrial revolution. Hence, schools makes provision of educational technological resources which may include but not limited to smart board, computers, application software. However, the lack of skills to integrate technology into curriculum hinders effective online pedagogy, and this results in the poor curriculum enactment/implementation. Consequently, This qualitative case study thus aims to explore experiences of student teachers on the integration of educational technological resources in curriculum in South African public schools. Furthermore, this qualitative case study draws on Ten (10) student-teachers experiences on the integration of educational technological resources. Moreover, these student-teachers were purposively and conveniently selected because they were teaching Business studies and accessible. One-on-one semi-structured WhatsApp interviews, online reflective activities and zoom group discussion was used to generate data which was thematically analysed using inductive and deductive reasoning. Findings articulated that the inadequate training and ignorance of student teachers to integrate educational technological resources into curriculum enhance them to draw from different/varying experiences (formal, informal and conformal), and this creates inconsistency towards achieving desired outcomes. This study therefore sought to find and alternative theoretical and a practical model that will balance experiences in order to ensure a successful integration of educational technological resources into curriculum.
Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University
(2019) Cele, Siyabonga Alpheos.; Mpungose, Cedric Bheki.
This qualitative case study explored first-year student’s experiences of using Moodle in learning an Accounting undergraduate module at a South African university. Studies have revealed that students are driven by three different types of experiences when using Moodle to learn an Accounting undergraduate module. These types of experiences comprises of usercentred, interaction-centred and written-centred experiences. Such experiences drive students’ actions when they are learning an accounting undergraduate’s module on Moodle. Thus, the focus of this study was to explore first-year student’s experiences of using Moodle to learn an Accounting undergraduate module. This study is a qualitative case study of six first-year accounting students in one of the South African universities. Its main purpose was to explore their experiences of using Moodle in learning an Accounting undergraduate module; and to further probe how their experiences improved their learning of Accounting module using Moodle. This qualitative case study is situated within the interpretive paradigm. Therefore, the researcher engages the situation from the viewpoint of the participants through generation of authentic data. Six first-year students who were doing accounting module in the social science discipline were purposively and conveniently selected at the university in which this study was conducted, based on their experience and expertise of learning accounting and other modules through Moodle. This qualitative interpretive enquiry was characterised by multiple datageneration methods, such reflective activity, one-on-one semi-structured interviews, and document analysis, to respond to key research questions of this study. Data generated in this qualitative research were analysed by using a thematic qualitative data analysis. These qualitative research questions were as follows, exploring what are the first-year student’s experiences of using Moodle in learning an Accounting undergraduate module at a South African university; how first-year student’s experiences of using Moodle can improve the learning of accounting, and why first-year student’s experiences are in a particular ways in the use of Moodle in learning an accounting undergraduate module at a South African university.
Exploring grade 9 teachers’ experiences of enacting financial literacy/accounting in the Zululand district=Ucwaningo ngokwehlela othisha bebanga 9 ekufundiseni ifinancial literacy ne-Accounting eZululand District .
(2022) Ndlovu, Vusumuzi Prince.; Khoza, Simon Bhekumuzi.; Mpungose, Cedric Bheki.
The South African schooling system places more emphasis on teaching and learning of financial literacy which is directed at producing good quality learners who will pursue accounting as a subject in Grade 10, and increase the number of accountants in South Africa. However, very little increase in learner performance has been recorded and registered in the education system, despite many intervention strategies implemented to improve teaching, learning, and learner performance in financial literacy in Grade 9. Literature suggests that teaching and learning in any subject are influenced by the ways the curriculum is enacted, together with the teachers’ experiences, pedagogical knowledge, technological knowledge, content knowledge, and curriculum restructuring that happens without necessary preparation and availability of resources. Therefore, this dissertation presents the qualitative case study of six teachers from a diverse set-up of schools. This study was conducted with the main purpose of exploring the Grade 9 teachers’ experiences of enacting financial literacy/accounting in secondary schools in the Zululand District. The study utilised the qualitative case-study design established within the interpretivist paradigm. As a result, reflective activity, one-on-one semi-structured interviews, and focus groups were used to generate data in order to ensure the process of triangulation during the exploration of teachers’ experiences. The non-probability sampling methods, including purposive and convenience samplings, were used in choosing the specific kind of accounting and economic and management sciences teachers who have more than three years of teaching Grade 9 learners. This is because I needed teachers with in-depth knowledge of Economic and Management Sciences (EMS) and accounting, and who were also accessible. The research questions guided the study to review the relevant literature on teachers’ experiences based on three spheres, namely, common, proficient, and subjective experiences. Consequently, this study adopted technological pedagogical and content knowledge (TPACK). It was then contextualised into experiences, which then yielded to the discovery of the new theory termed Common Subjective Proficient Experiences (CASPE) which emerged from this study. Issues of dependability, confirmability, credibility, and transferability were implemented in this study in order to ensure trustworthiness. Further to this, ethical issues were also considered such as consent letters, anonymity, withdrawals, beneficence, and others. The findings revealed that there is a lack of teacher content knowledge, technological knowledge and pedagogical knowledge. As a result, teachers are not aware that these aforementioned areas are under the proficient, common, and subjective experiences that they should always be taking into consideration if they want to improve learner performance in financial literacy/accounting. The results revealed that teachers had an understanding that learners lack interest in the financial literacy/accounting such that there are few learners pursuing accounting in Grade 10 and even those who continue with the subject do not perform well in Grade 12. As a result, a number of schools in Zululand District have removed accounting from Grade 10 to 12 and replaced it with subjects such as tourism, dramatic arts, geography, and others. The study further highlighted the influence of teachers’ experiences on teaching and learning and learner performance as a result thereof. In this study, I argue that there are various contributing factors that influence teaching, learning, and teaching practices which should be adhered to in order to improve learner performance. These factors include goals, content knowledge, time, activities, teaching and learning resources; the context and the roles teachers have to play when teaching financial literacy/accounting in secondary schools. Thus, taking into cognisance teachers’ experiences, teachers’ knowledge, technological knowledge, teachers’ professionalism and school context are paramount in order to improve teaching and learning and to produce quality results and improved learner performance in schools. In short, transposing all the various kinds of experiences (common, subjective and proficient) in the process of teaching and learning accurately provide flair to the interconnectedness of experiences that should always balance out and suppress the dominance of one experience over the other. Iqoqa Imfundo yasezikoleni eNingizimu Afrika igcizelela kakhulu ekufundiseni nasekufundeni ezokubalwa kwezimali okuyifinancial literacy, okuqondwe ngayo ukukhiqiza abafundi bezinga eliphezulu abazogxila ekufundeni i-accounting njengesifundo eBangeni 10, ukuze kwande ama-accountants eNingizimu Afrika. Yize kunjalo, kuncane kakhulu okuqoshiwe ngokwenza kwabafundi okubhalisiwe emnyangweni wezemfundo ekubeni maningi amasu okungenelela ekuthuthukiseni ukufundisa nokufunda ifinancial literacy eBangeni 9. Imibhalo yongoti iveza ukuthi ukufundisa nokufundwa kwanoma yisiphi isifundo kuthonywa yindlela ikharikhulamu elethwa ngayo, ilokho asebedlule kukho othisha, ulwazi lokufundisa, ulwazi lwezobuchwepheshe, ulwazi lwesifundo kanye nendlela ikharikhulamu ehlelwa ngayo okubuye kwenzeke ngaphandle kokuzilungiselela okudingekayo nokubakhona kwezinsizasidingo. Ngakho-ke, lo msebenzi wethula ucwaningonto oluyikhwalithethivu lothisha abayisi-6 abaqhamuka ezikoleni ezahlukene. Inhloso yalolu cwaningo kwakuwukuhlola lokho othisha bakwaGrade 9 abadlule kukho ekufundiseni kwabo ifinancial literacy/accounting ezikoleni zamabanga aphakeme eZululand District. Ucwaningo lwasebenzisa ucwaningonto oluyikhwalithethivu ngaphansi kwendlelakubuka yomhumusho. Kwasetshenziswa ukuzindla, imposambuzo esakuhleleka, kanye amaqoqo ababambiqhaza ukuqoqa imininingo nokuqinisekisa ukuqoqa nxazonke ngezimpilo zothisha ababecwaningwa. Izindlela zesampula elingaqaguleki zasetshenziswa, okwabandakanya ukusampula ngenhloso kanye nokuqoka okukuvumelayo, ukuze kuqokwe uhlobo lothisha abafundisa i-accounting, i-economics nemanagement sciences asebefundise abafundi beBanga 9 ngaphezulu kweminyaka emithathu. Lokhu kwakuyingoba umcwaningi wayedinga othisha abanolwazi lweEMS ne-accounting oludephile, futhi abazokwazi ukutholakala. Imibuzo yocwaningo yakhomba indlela ngemibhalo yocwaningo oselwenziwe mayelana nothisha kubhekiswe emikhakheni emithathu okwaba yilokho okujwayelekile, ubungoti kanye nokomuntu ngamunye. Ucwaningo lwagcina ngokukhetha indlela yetechnological pedagogical and content knowledge (TPACK). Lokhu kwayamaniswa nokwenzeke kothisha, okwaphetha ngokuba kuvele injulalwazi entsha eyabizwa ngokuthi yiCASPE kulolu cwaningo. Ukuze kuqinisekiswe ukuthembakala kocwaningo, kwaqikelelwa izinto ezifana nokweyama, ukuqinisekisa, ukukholeka, kanye nokudluliseka. Nenkambiso elungileyo yocwaningo yalandelwa njengezincwadi zokuvuma ukubamba iqhaza, imfihlwagama, ukuhoxa, ukwenza okuhle nokunye. Imiphumela yocwaningo yakhombisa ukuthi kunokugqoza kolwazi lwesifundo, ulwazi lwezobuchwepheshe kanye nolwazi lokufundisa kothisha. Ngenxa yalokhu othisha abazi ukuthi lezi zinto ezibaliwe zingena ngaphansi kokujwayelekile, kobungoti kanye nokomuntu ngamunye okumele bakuqaphele zikhathi zonke uma befuna ukuthuthukisa ukwenza kwabafundi kwezefinancial literacy ne-accounting. Imiphumela yaveza ukuthi othisha bacabanga ukuhi abafundi abanalo uthando lwefinancial literacy ne-accounting kangangokuba bambalwa abafundi abathatha i-accounting kwaGrade 10 kanti nalabo abaqhubeka nayo abenzi kahle eBangeni 12. Ngenxa yalokhu, izikole eziningi eZululand District seziyikhiphile i-accounting kusuka eBangeni 10 - 12 zafaka ezinye izifundo ezifana netourism, idramatic arts, igeography, kanye nezinye. Ucwaningo lwagqamisa ukubonakala komthelela wesikhathi asebesifundisile othisha ekufundiseni nasekufundeni kanye nasekwenzeni kahle kwabafundi. Umcwaningi wabona ukuthi ziningi izinto ezinomthelela ekufundiseni, ekufundeni nezindlela zokufundisa okumele zilandelwe ukuze kuthuthukiswe ukwenza kangcono kubafundi. Lezi zinto zibandakanya imigomo, ulwazi lwesifundo, isikhathi, imisebenzi, izinsizakufundisa nezinsizakufunda; isizinda kanye neqhaza othisha okumele balibambe ekufundiseni ifinancial literacy ne-accounting ezikoleni zamabanga aphakeme. Ngakho-ke, ukuqaphelisisa isikhathi asesifundisile uthisha, ulwazi lukathisha, ulwazi lwezobuchwepheshe, ukuziphatha kukathisha kanye nesimo isikole esikuso kubalulekile ukuze kuthuthukiswe ukufunda nokufundisa futhi kukhiqize imiphumela emihle nokwenza kahle kwabafundi okuncomekayo ezikoleni. Ngamafuphi, ukusebenzisa ngokulinganayo izindlela ezahlukahlukene (okujwayelekile, okomuntu ngamunye kanye nobungoti) ekufundiseni nasekufundeni ngendlela efanele kuletha ubuhle ekuxhumaniseni okwenziwayo okumele kulingane futhi kuqede ukucindezelana.
Exploring lecturers' strategies to decolonise English curriculum at a South Africa university.
(2018) Mbhele, Andile.; Mpungose, Cedric Bheki.
This study is an interpretive case study research of five English lecturers who reflected on the strategies they employ to decolonise the English curriculum at a South African university. However, while lecturer’s strategies are a common phenomenon the aspect of decolonisation is still very topical. Strategies as a phenomenon was conceptualised into three levels namely: written, habitual and verbal strategies. Reflective activity, one-on one semi-structured interviews and document analysis were used to generate data. The five English lecturers, who were deemed to be rich data sources, were selected through purposive and convenience sampling. The following research questions framed the study: What are lecturers’ strategies to decolonise the English curriculum at a South African University? How do lecturers use these strategies to decolonise the English curriculum at a South African University? This guided the choice of the curricular spider web (CSW) as the conceptual framework used in the study. The curriculum concepts which constitute the CSW are vital for lecturers to teach effectively and thus form the foundation of any strategies the lecturers may employ. The literature reviewed highlighted strategies that may be used to decolonise the curriculum as well as discussed the curriculum concepts exhaustively. The three levels (written, habitual and verbal strategies) were used alongside the curriculum concepts to facilitate the data analysis. Through guided analysis, the study found that lecturers use verbal strategies and habitual strategies frequently as opposed to written strategies. Findings revealed that English lecturers that they believed in student’s social interaction through sharing of experiences and beliefs to connect the content with student’s local context. Additionally, lecturers also used personal teaching approaches as they believed that decolonisation entailed an all - round approach to teaching taking cognisance of global as well as local genres. This Dissertation recommends that English lecturers use all the three levels of strategies to decolonise the curriculum. Decolonisation of the curriculum can take different forms and be effectively implemented if lecturers approach it from the angle of the CSW concepts and its propositions.
Exploring lecturers’ reflections on the use of moodle to teach physical science modules at a South African university .
(2017) Mpungose, Cedric Bheki.; Khoza, Simon Bhekumuzi.
Exploring principals’ strategies in the management of Curriculum and Assessment Policy Statement (CAPS) in Further Education and Training (FET) phase, at Mahlabathini circuit secondary schools.
(2018) Nhlanzi, Ntombibhekiwe Chlarissa.; Mpungose, Cedric Bheki.
This research study is designed to explore principals’ strategies in the management of Curriculum and Assessment Policy Statement (CAPS) in Further Education and Training (FET) phase, at Mahlabathini circuit Management. A case study method was used which included five participants (school managers). Data was generated through reflective activity, semi-structured interviews and a document analysis. The guided analysis method helped to structure the data analysis and the curricular spider web formed the framework that supported this study. A combination of inductive and deductive reasoning was used for the data analysis. The curricular spider web was used as a conceptual framework to identify their strengths and weaknesses and frame the study. Critical questions were: What are strategies used by secondary school principals in management of the CAPS in the FET phase at Mahlabathini Circuit? How do secondary school principals use strategies in management of the CAPS in the FET phase at Mahlabathini Circuit? Why do secondary school principals use such strategies in management of the CAPS in the FET phase in particular ways? Firstly the study revealed that school managers are committed and dedicated to their jobs. However, secondly, they lack sufficient knowledge and understanding of other strategies such as skill, attitude and knowledge strategy to use in the management of CAPS. Finally, the study proposes to Secondary Schools’ principals to use relevant strategies in the management of CAPS. In addition, the recommendation is made that the Department of Basic Education should review CAPS policy and include guidelines on strategies of managing CAPS which are knowledge, skills, and attitude-management strategies.
Exploring teachers’ experiences of teaching Economics threshold concepts in Grade 10 FET phase at Ugu district.
(2019) Nani, Mthokozisi Nicolas.; Mpungose, Cedric Bheki.
In recent years there has been a growing concern about the importance of curriculum since it has an impact in teaching and learning at school level. Thus this thesis presents an instrumental case study of four Economics teachers who shared their experiences of teaching threshold concepts in Grade 10 class. The study employed interpretive paradigm as the intention was to explore how teachers assign to Economics curriculum implementation process in a classroom situation in order to make the subject content meaningful to learners. As a result, reflective activity, focus group discussions and one on one semi-structured interviews were used for constructing meaningful data about teaching experiences. Purposive and convenience sampling were found most usable in clustering teachers for easy accessibility. Data were also analysed through the application of guided analyses. Furthermore, all proceeding of this study were guided by four curriculum principles drawn from Tyler’s theory articulating in depth on teaching practices particular in Grade 10 Economics classrooms. Literature proposed that teachers are influenced by personal, societal and professional rationales in order to embark on teaching practice. While teaching experiences portray how teachers assign themselves in the teaching of Economics in Grade 10 for the attainment of curriculum goals. Thus teachers’ experiences were categorised base on themes emerged during the study. Finding revels that teachers make use of various policy documents in order to make their Economics lesson understood by learners during teaching and learning. It is further shown that three levels of experiences may assist in the smooth implementation of Economics curriculum in Grade 10. Further to this, this study reprimanded Economics teachers be qualified through pursuing relevant academic programmes from various institution of high learning in order to have sound Economics knowledge. This suggests that, teachers should possess the ability for effective teaching learners for successful achievement of scholastic goals.
Exploring teachers’ experiences of the teaching of Mathematics in the Intermediate Phase in (Grade 4-6) Nongoma Circuit)
(2018) Biyela, Thokozani Andreas.; Mpungose, Cedric Bheki.
This dissertation presents the qualitative case study of three teachers teaching Mathematics in the Intermediate Phase. The study seeks to understand and describe what can be done to assist the teachers teaching Mathematics in the Intermediate Phase since some teachers have qualifications for teaching Mathematics while others are teaching Mathematics without having qualifications. Further to this, this study was conducted with an aim of exploring the teachers’ experiences of the teaching of Mathematics in the Intermediate Phase. Thus, the focus group interviews, one-on-one semi-structured interviews and document analysis were used to generate the data in order to explore the teachers’ experiences teaching Mathematics in the Intermediate Phase. In addition to this, convenience and purposive sampling were used to select the three teacher case studies because they were specifically teaching Mathematics in the Intermediate Phase. As a result, I conducted the interviews without any manipulation. The study was framed by the concept of curriculum spider-web to explore the teachers’ experiences. Furthermore, the literature reviewed teachers’ experiences in their teaching process. Moreover, the findings from the literature suggested three levels of experiences namely; attitude, skill, and knowledge experiences. In addition to the above, findings from the literature revealed that each curricular spider-web concept had three levels as per proposition of experiences. Further to this, findings from the data analysis revealed that most teachers were driven by both personal and societal rationale to teach Mathematics in the Intermediate Phase. Moreover, this dissertation finally recommends that the Department of Education should review the method used to appoint and allocate duties to Mathematics teachers and the school governing bodies and school management teams should support Mathematics teachers with software resources by using norms and standards for learners to procure and Department of Education organise and conduct workshops for equipping teachers about the expected roles to play during teaching and learning practice.
Exploring teachers’ reflections on the teaching of the cash-flow statement in Grade 12 Accounting on Mashona Circuit, Mahlabathini CMC in KwaZulu-Natal.
(2019) Mathunjwa, Lindiwe Nokuthula.; Mpungose, Cedric Bheki.
The aim of this action research was to explore the reflections of Accounting teachers on the teaching of the cash-flow statement in Grade 12 in rural schools on the Mashona circuit, Mahlabathini CMC in KwaZulu-Natal. There is a decline in the pass rate in Accounting. One of the sections that contributes to this failure rate is the cash-flow statement section. Thus, this study aims to gain in-depth knowledge and transformation in the teaching of the cash-flow statement in Grade 12 Accounting. For this reason, it is adopted as a critical paradigm. The research also intended to answer the following research question: What are the teachers’ reflections on the teaching of the cash-flow statement in Grade 12 Accounting in rural schools of Mahlabathini? The second research question was based on what informs teachers’ reflections on the teaching of the cash-flow statement in Grade 12 Accounting in rural schools of the Mashona circuit. Data was generated through reflective activity, one-on-one semi-structured interviews, and a focus-group discussion. Purposive and convenience samplings were used in grouping teachers for easy accessibility. Data were analysed using guided analysis. The study was framed by the concepts of the curriculum spider web to explore teachers’ reflections on their teaching practices. The findings outlined that teachers draw from self-reflection, verbal-reflection, and written-reflection in their teaching. The findings from studies further indicated that teachers were mostly influenced by self-rationale and verbal rationale in the teaching of the cash-flow statement as a subtopic of financial statements. Findings also revealed that teachers are not aware of all factors underpinning their teaching practices, having unequal acknowledgement of schools’ quintiles, which could badly affect prescribed, enacted, and assessed curriculum. This study recommends that teachers draw from all reflections for balanced implementation of the cash-flow statement section.
Integration of technological resources into the curriculum in the fourth industrial revolution: the context of primary schools in Pinetown District.
(2022) Nene, Lindokuhle Gary.; Mpungose, Cedric Bheki.
This research is a qualitative study that utilises a phenomenological research study, by means of 24 teachers at primary schools in South Africa, to fulfil its purpose. This study employs an interpretivist paradigm. This paradigm has been utilised because the study aims at exploring three missing levels of integration (constructive, unconstructive, and personal) during teaching and learning. The study intended to understand why teachers resist integration of technological resources. The methods of data generation employed are three online techniques owing to COVID-19: emailed reflective activity, Zoom focus-group discussion, and Skype one-to-one semi-structured interviews. These methods have been used for the purpose of sampling. Convenience sampling was utilised to select the most accessible participants. This study was framed by the curriculum origins concepts which originate from the curricular spider web (Van den Akker et al., 2009). This study utilises the technological pedagogical content knowledge (TPACK) as the theory that shapes the study. Data were analysed through guided analysis in which deductive and inductive methods were deployed. Lastly, ethical issues that are aligned with a qualitative study were considered. These include trustworthiness, dependability, confirmability, credibility, and transferability. This study employs this collection of research methods, the aim being to answer the following critical research questions: Research Questions: 1 .Which technological resources do teachers integrate into the curriculum in the fourth industrial revolution? 2. How do teachers integrate technological resources into the curriculum in the fourth industrial revolution? 3. What informs teachers in the fourth industrial revolution when integrating technological resources into the curriculum in the way they do? These research questions were underpinned by the following research objectives: Objectives of this Study: 1. To explore technological resources integrated into the curriculum in the fourth industrial revolution. 2. To explain the lessons to be learned when teachers integrate technological resources into the curriculum in the fourth industrial revolution. 3. To understand what informs the teachers’ integration of technological resources into the curriculum in the fourth industrial revolution. From the literature, three major concepts were generated by the research phenomena: constructive integration, unconstructive integration, and personal integration. These concepts were aligned with three categories of the curriculum, namely, the pragmatic, the horizontal, and the vertical. The literature and the findings of this study point to the actions of the majority of teachers, when integrating technological resources, being informed by constructive integration. Constructive integration occurs when teachers are compelled to follow a prescribed document such as a CAPS document and manuals. Thus, teachers are following a vertical curriculum. On Skype one-on-one semi-structured interviews teachers reflected on unconstructive integration. Such occurs when teachers’ actions are motivated by their social experience; this means that teachers share information. Such suggests that teachers are driven by the needs of horizontal curriculum. Online reflective activity also revealed that few teachers integrate technological resources, and their actions are informed by personal integration. This imbalance of integration leads to the poor integration of technological resources in which personal integration was singled out as the area for attention. Consequently, the main findings of this study indicate that teachers integrate technological resources into curriculum informed by three levels of integration: constructive, unconstructive and personal integration.
Music education in South Africa schools : exploring teacher's experiences in the teaching of traditional African music.
(2016) Buthelezi, Mbalenhle Penelope.; Khoza, Simon Bhekumuzi.; Mpungose, Cedric Bheki.
Music plays a significant role in most African people’s lives and culture. In South Africa music reflects the country’s diversity in terms of population, culture, religion and identities. For this reason I argue that music education is crucial, placing teachers at the centre as primary role-players in the assimilation and implementing of knowledge to learners. This interpretive qualitative study adopted the curriculum spider- web (Van den Akker, 2003) as a conceptual framework to explore teachers’ experiences in the teaching of traditional African music in South African schools. Five educators were purposely selected in the schools from three circuits that are under Pinetown district because it was convenient, as the researcher is also an educator teaching in one the schools under Pinetown district. Therefore this study explores the experiences of teachers’ in the teaching of traditional African music in the Senior Phase of GET and seeks to find out if the teachers are following the Department of Education’s (DoE) policy statement about the inclusion of all cultures with their traditional African music in the classroom. Data gathered was generated using one on one semi-structured interviews questions that were formulated using the ten components of the curriculum spider- web. Tesch’s (1990) thematic analysis was used to discuss the data that was generated. The findings of this study indicated that traditional African music is not included in the schools curricula and western music dominates the curriculum. Therefore, this study intends to promote equal implementation of music in all schools, and for all learners to be aware of traditional African music and its traditions in all South African schools.
Reconceptualising academics’ experiences of using digitalised learning environments to teach agricultural sciences at a South African University.
(2024) Nkohla, Msimelelo Buyisile.; Khoza, Simon Bhekumuzi.; Mpungose, Cedric Bheki.
In the ever-changing landscape of higher education, the acceptance, use, and integration of digitalised learning environments have become a crucial transformation, giving another shape to knowledge dissemination. South Africa, as with any other country in the global community, has a complex higher education system coupled with diverse digital practices and experiences that are informed by the divided institutional contexts. This thesis presents a pragmatic study conducted to explore academics’ experiences of using digital learning environments to teach agricultural sciences modules at a South African historically disadvantaged university. As a result, data were generated qualitatively from fourteen academics through reflective activity, document analysis, one-on-one-semi-structured interviews, and focus-group discussions; and quantitatively from lesson observations for triangulation purposes. Non-probability sampling methods including purposive and convenience samplings were employed in selecting academics from three agricultural departments of the Faculty of Science and Agriculture. Thematic analysis and SPSS descriptive statistics were used to produce themes and frequencies, respectively. The three key research questions that were formulated for this study include: What are academics’ experiences on the use of digital learning environments to teach agricultural sciences modules at a historically disadvantaged comprehensive university? (descriptive question); How can academics’ experiences enhance the use of digital learning environments to teach agricultural sciences modules at a historically disadvantaged comprehensive university? (operational question); and Why do academics experience the use of digital learning environments to teach agricultural sciences modules at a historically disadvantaged comprehensive university in particular ways? (philosophical question). Through the UTAUT-2 model, the findings of the study revealed that while academics recognised the potential of using prescriptive digital platforms, they encountered challenges in aligning technology with the contextual needs of academics. Thus, academics customised their teaching experiences by also using casual and informal platforms to address the practical nature of agricultural science modules. The study introduced four key propositions aligned with themes that emerged: reconceptualising effectiveness and quality assurance, enhanced support, adaptive active learning, and cultural sensitivity. Based on these propositions, the study proposes a modified framework, Contextually Adaptive Tech-Enhanced Pedagogy (CATEP) framework which emphasises the integration of culturally inclusive and discipline-specific digital pedagogy. This theory provides a comprehensive framework to empower academics in using digital learning environments effectively while acknowledging the unique challenges and opportunities presented in agriculture teaching as a practical discipline. The study contributes to the ongoing dialogue on contextually responsive digital teaching in historically disadvantaged HEIs, and facilitating transformative and inclusive teaching experiences for academics in agricultural sciences.
School management team practices in managing the curriculum of T40 schools in Mashona Circuit under Zululand District.
(2021) Mabaso, Bhekubaba Maxwell.; Mpungose, Cedric Bheki.
The aim of the study was to explore school management team (SMT) practices in managing the curriculum of T40 schools in Mashona Circuit under the Zululand District. This was a qualitative study that adopted a case study approach guided by interpretive paradigm. Three SMT members (one principal, one deputy principal and one departmental head), each coming from three different schools, were purposively and conveniently sampled to participate in the study. A reflective activity, one-on-one semi-structured interviews and focus group discussion were utilised for data generation in order to explore SMT practices in managing the curriculum of T40 schools. The study used cultural-historical activity theory (CHAT) as a theoretical framework. Findings from the reviewed literature revealed that SMT practices could be categorised as instructional, transformational and ethical. Findings from the generated data indicated that SMT practices were informed and influenced by the following concepts: rationale, goals, content, role, time, resources, accessibility, time, activity and assessment. Findings from the data analysis indicated that most SMTs used instructional and transformational practice in managing the curriculum. Furthermore, findings from both the reviewed literature and participants suggested that rationale is of crucial importance to SMTs in managing the curriculum. SMTs should be driven by personal, societal and professional rationales in managing the curriculum. The dissertation strongly recommends that SMTs should have a deep understanding and knowledge of the concepts listed above (which are used as themes in this study) in order to enhance learner achievement in their T40 schools. SMTs need to master theories and terminologies that are fundamental and that underpin the Curriculum and Assessment Policy Statement (CAPS) as the curriculum policy. The study also recommends that CAPS should be comprehensive and explicit about each of these concepts: rationale, goals, content, roles, resources, activities, environment, assessment, and time.
Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit.
(2015) Mpungose, Cedric Bheki.; Khoza, Simon Bhekumuzi.
This dissertation presents an action research study of six teachers who reflected on their teaching of the physical science curriculum (CAPS) in South African high schools. The study adopted a critical paradigm. This study was conducted with an aim or focus to explore teachers’ reflections on the teaching of grade 12 physical sciences CAPS in rural schools in Ceza Circuit, KwaZulu-Natal. As a result, reflective activity, one-on-one semi-structured interviews and focus group discussion were utilised for data generation in order explore teachers’ reflections. Purposive and convenience samplings were used in selecting this specific group of teachers because I needed teachers with whom I was familiar and who were also accessible. I was also involved in the study (action research) in order to help address challenges that are faced by physical science curriculum teachers in South Africa through their implementation of CAPS. This study was framed by the concepts of curriculum spider-web in order to explore teachers’ reflection of their teaching practice. The literature reviewed teachers’ reflections of their teaching practices. Findings from the literature proposed levels of teachers’ reflections as technical, practical and critical level of reflections. Thus, teachers’ reflections were catergorised according to these levels. Findings from the literature indicated that each curricular spider web concepts had three propositions as per level of reflections. Findings from data analysis indicated that most teachers use technical and practical level of reflection during the first phase of action research. Teachers showed much improvement during the second phase of action research because they were able to use critical level of reflection in each concept of curriculum spider web. It is found from the study that critical level of reflection may influence the smooth implementation of curriculum. This Dissertation consequently recommends that teachers enhance all concepts of the curriculum spider-web in order to improve their teaching practice. Teachers are recommended to master the theories that underpin CAPS before teaching in order for them to understand the process intended by CAPS to improve the established curriculum. The study recommends teachers to teach and assess learners for successful achieved curriculum.
Teachers’ reflections on the teaching of Mathematics in Grade 4 in Nongoma Circuit Management Centre.
(2018) Zulu, Bonginkosi Lincoln.; Mpungose, Cedric Bheki.
This dissertation presents an action research study of four teachers who reflected on their teaching of the Mathematics curriculum (CAPS) in KwaZulu-Natal primary schools. The study employ a critical paradigm. The study intended to explore teachers’ reflection on the teaching of Mathematics in Grade 4 in Nongoma Circuit Management Centre. Hence, the study used reflective activity, one-on-one semi structured interview and observation with an aim of generating data. The groups were sampled (using purposive and convenient sampling) with the intention of including teachers with whom I could work with without any difficulty. Action research was instituted with an aim of scrutinizing challenges Mathematics teachers faced when teaching Mathematics CAPS in KwaZulu-Natal. The curricular spider-web was utilised as a conceptual framework for data analysis. The findings of the study revealed that teachers’ reflections were influenced by factors such as rationale, goals, content, accessibility, teachers’ activities, teachers’ roles, resources, time, location and assessment. The rationale for teaching (personal, societal and professional) were found to be most influential in teachers’ reflection. In the case whereby teachers were guided by personal rationale for teaching Mathematics, they demonstrated a conceptual understanding of what they were teaching. On the other hand, where teachers were influenced by societal rationale for teaching, they did not make decisions that contribution to successful teaching of Mathematics teaching. Teachers who were influenced by professional rationale believed that their qualifications assisted them to teach Mathematics effectively. This study recommended that teachers must be directed by rationale in their teaching in order to affect the teaching and learning of Mathematics in Grade 4. Moreover, the study recommends that there is a need for on-going capacity building for Mathematics teachers by the Department of Education, so that they keep well-informed with new and pioneering methods for teaching Mathematics in Grade 4.