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Possibilities for teaching sexuality education in the further education and training phase: a personal history self-study.
(2023) Nkwanyana, Emmanuel Phumlani.; Masinga, Lungile Rejoice.
This research study was undertaken with the aim of identifying discoveries and possibilities for teaching sexuality education in the Further Education and Training Phase (Grades 10-12) of school education. I adopted a personal history self-study approach because I wanted to explore my lived experiences and my teaching experiences to establish how my past experiences could have moulded me and shaped me to become the sexuality education teacher that I became. I also wanted to recognise any significant events and experiences in my past personal and professional history to reveal any discoveries and possibilities of teaching sexuality education that will contribute to the improvement of my practice. My two research
questions were: What can I learn from my personal history about how I learned about sexuality education? What new discoveries and possibilities can I learn for my practice when teaching sexuality education? I was the main participant in this research study and I elicited the contribution of my two colleagues who I described as my critical friends because they provided encouragement and support during my research study. They also contributed to my study my helping me to view my study from different perspectives. I also invited my closest friend and my former learner as well as my sister into my research process to help me rekindle some of my past personal and professional experiences. This research study was
situated with the sociocultural theoretical framework within an interpretive paradigm. To generate data for my research study I made use of artefacts, visual images, photographs, collage and memory drawings. My learnings from this research study were: Understanding the impact of my religious influences when teaching sexuality education; Importance of learner-centred teaching to allow for learner voices to be heard during my teaching; Working with external experts to facilitate learning and Creating a supportive relationship with learners.
Exploring learning styles, instructional preferences, and mathematics achievement among secondary school students in delta north senatorial district, Nigeria.
(2024) Ojeme, Patrick Nwasiwemua.; Bansilal, Sarah.
Countries across the world have embarked on curriculum revision in efforts to try and improve the teaching and learning of mathematics. There has been much interest in Africa,
particularly in how mathematics could be made more accessible and understandable to learners, so that the countries could benefit from a more highly skilled workforce. One aspect that has received interest is that of learning styles and whether learners who express preferences for certain learning styles perform better than some others who have different learning style preferences. In this study, I set out to investigate the relationship between learning style preferences and the mathematics achievement of senior high school graduates in Nigeria. Furthermore, the study looks at the extent to which gender and age are related to learning styles and mathematics achievement. In trying to get a more in-depth picture. I further looked at students’ and teachers’ views of the relationship between learning style preferences and mathematics achievement as well as instructional styles and achievement.
The study used a mixed-methods sequential explanatory design approach, where the quantitative data was obtained first, and then the qualitative data. The participants in the study
were 171 graduating senior secondary school learners and three mathematics teachers from Delta State in Nigeria, from three schools. The learners completed Kolb’s learning style
inventory as well as a mathematics achievement test comprising both multiple-choice and open-ended items. Sixteen of the learner participants were selected for interviews, by trying to get a distribution across the different learning styles, genders, and levels of achievement. The study complied with all the ethical protocols of the University of KwaZulu-Natal, and I was granted ethical clearance to conduct the research. The interviews were semi-structured and probed their learners about their preferred learning styles in learning mathematics as well as the teacher’s instructional styles that they preferred and how these influenced their achievement in mathematics. Similarly, the teachers were probed about the differences in learning styles that they may have noticed and achieved, as well as the instructional styles they preferred and why they did so. The quantitative data generated from the learning styles inventory as well as the mathematics achievement was transcribed into Excel. The inventory was analyzed as directed by the Kolb’s learning style studies. This allowed me to characterize each student in terms of four learning styles- Accommodators; Divergers; Assimilators and Convergers. The achievement test was marked by an expert in mathematics. The qualitative data generated by the teacher and learner participants was transcribed and then coded using inductive techniques. The emerged codes were then refined and summarized in terms of the focus of the last two research questions. The quantitative results showed that the dominant learning style preference according to the learning style inventory was the Diverger learning style which was endorsed by over 80% of the participants. The results provided no significant association regarding the relationship between learning style preferences and mathematics achievement of graduating senior secondary school learners, and neither gender nor age were significantly associated with mathematics achievement.
The qualitative analysis identified many themes related to learning styles. The participants identified that asking questions enhanced learning; sharing ideas and collaboration was an essential part of learning; and listening and reflecting contributed to effective learning practices. In terms of instructional styles, the participants identified teacher questioning
practices ad active listening as important strategies. The study has implications for learning and teaching mathematics in that teachers need to know more about learners’ preferences for learning, and what they perceive as effective teaching strategies. It is important for teachers to extend their repertoire of teaching strategies so as to meet their learners’ learning needs.
Strategies of teaching design process in grade 9 technology subject.
(2023) Sithole , Mirriam Nonkululeko.; Mpungose , Cedric Bheki.
This qualitative case study explored teaching strategies for the design process in Grade 9 technology subjects. Conducted in rural areas of Richmond, the study focused on five selected schools, interviewing two teachers from each through reflective activities, semi-structured interviews, and observations. Its goal was to provide valuable insights for both participants and the broader educational community. Past literature highlights a common issue of outdated teaching methods in technology education, hindering learner’s engagement and critical skill development. Research is needed to identify and promote effective strategies in Grade 9 Technology classes. Studies indicate that teachers are influenced by three types of experiences rationale, societal, and professional when shaping their teaching strategies. This study situated within an interpretive paradigm emphasizes understanding and interpreting the subjective meanings and perspectives of participants. In this approach, the researcher acknowledges that reality is complex and subjective, and aims to explore the multiple layers of meaning that individuals attribute to their experiences. The interpretive paradigm values context, culture, and the social construction of reality. Therefore participants (technology teachers) were convenience and purposively selected and interview in their comfortable setting. The findings shedding light on the prevalent use of traditional, non-digital teaching strategies by teachers highlight a crucial concern that impedes the advancement of teaching methods and also restricts our learners from fully developing their potential. Thus study present types of strategies, horizontal (collaboration and skill), vertical (mastery and progression) and pragmatic strategies (real-world applicability), in order to bridge the gap between theory and practice. The study's goal is to identify diverse teaching strategies that holds a potential to enrich the learning experience for our learners.
Teachers’ experiences of teaching agricultural science to grades 10 to 12 learners in the Umlazi District.
(2023) Soni, Dorah Nokuthula.; Mpungose,
The purpose of this study was to explore the teachers’ experiences of teaching Agricultural science to Grades 10 to 12 learners in the Umlazi District, KwaZulu-Natal. The study intended to answer the following question: ‘What are teachers’ experiences of teaching grades 10 to 12 learners agricultural science?’, ‘What informs teachers experiences in teaching agricultural science?’ In answering these questions, a qualitative case study research style was utilised in the study. Shulman’s Pedagogical Content Knowledge (PCK) theory of learning (1986) was used to guide the exploration of teacher’ experiences in the teaching agricultural science to grades 10 to 12 learners. Four grades 10 to 12 agricultural sciences teachers were purposively selected as participants, using convenience sampling to select those who were most accessible. To understand teachers’ experiences of teaching grades 10 to 12 learners agricultural science, the data collected from both semi-structured interviews and a questionnaire were analysed and discussed. Findings show that some of the teachers found teaching grades 10 to 12 learners agricultural science challenging due to lack of relevant teaching and learning resources. The findings also revealed that lack of resources influences the teaching and learning in both positive and negative ways. Recommendations for Department of Education to provide resources for teaching agricultural science in schools were made. Furthermore, this study recommends that further research be conducted regarding teachers’ experiences of teaching agricultural science outside KwaZulu-Natal to provinces like Gauteng, Limpopo.
An analysis of the perceptions of the implementers and beneficiaries of the child grants programme. A case study of selected regions in Lesotho.
(2024) Khiba, Mankuebe Bernice.; Manicom, Desiree Pushpeganday.
This study investigates the implementation of the Child Grants Programme (CGP) which is a social assistance programme implemented by the government of Lesotho to meet the needs of vulnerable children. Implementation theory forms the basis for understanding how this programme is delivered. The approaches and models of implementation have been considered to assess the potential for programme success and the associated challenges. Policy implementation involves various actors, and in the case of the CGP, networks and partnerships have been formed with private companies. Policy networks and partnerships are commended for their efficiency and effectiveness.
The success of the policy depends on several factors that the implementers need to take cognisance of. These factors hamper or affect the implementation of the CGP. The delivery or payment modes are a vital component of any grant transfer programme. This concerns the manner in which the beneficiaries access the grant, the cost of access and appropriateness of the payment mode. Other issues include security, reliability and the potential or ability of the payment mode to allow the beneficiaries the opportunity to use the modern financial systems.
Social protection is defined and articulated to acknowledge its significance as a basic human right enshrined in various international, regional and domestic legal and policy frameworks. It serves various purposes which are generally concerned with uplifting the poor and vulnerable to restore their dignity, address issues of social inequality and injustice as well as economic exclusion.
The CGP systems and processes of implementation are explored to provide an understanding in terms of how the programme is delivered. Systems and processes include issues of targeting; eligibility and enrolment as well as the delivery or payment modes, and the implementation networks and partnerships. Targeting is an important aspect of most social assistance programmes especially in poor countries. The CGP uses a means testing criteria through the national household database called NISSA. Several suggestions for targeting and enrolment emerge in this study. Qualitative research methodology was used to conduct this study; in-depth interviews and focus group discussions were used to collect the data. Purposive sampling was used to select the respondents, the various programme implementers, government and non-government officials and the beneficiaries.
The programme is appreciated by the beneficiaries; however, criticisms are inevitable. The unpredictability and irregularity of the payment dates and the low value of the grant diminish the goals of this programme. The implementers commend the partnerships formed, however, there are challenges. The overall impression from the results of this study suggests that this programme still need a lot of improvement in different areas to increase its credibility as well as ensuring sustainability.