DSpace Collection:

The effects of English language proficiency on performance and competence of learners in the rural secondary schools at Koloti Circuit

2013-05-20T13:11:40Z

Title: The effects of English language proficiency on performance and competence of learners in the rural secondary schools at Koloti Circuit Authors: Makgoka, Malesetja Patricia Abstract: This study investigated the effects of English Language Proficiency on Performance and Competence of Learners in the Rural Secondary Schools at Koloti circuit. The primary aim of this study was to establish whether English Language Proficiency had an effect on learners’ competence and performance in English as a Second Language and to establish the root cause of the problem of poor language proficiency. The background to this study was outlined, which was followed by an intensive literature review on the topic. The study followed a case study design which utilized 39 learners from the sampled schools in Koloti Circuit. Data was collected from diagnostic tests which were written by learners, questionnaires which were distributed to learners and parents, and interviews which were conducted with teachers and learners. The study showed that learners have serious deficiencies in reading, listening, speaking and writing skills which affect their competence and performance. The study also showed that this deficiency is attributed to teachers who need intensive in-service training in these skills. This study was based on Krashen’s and Cummin’s theories of second language learning. Description: Thesis (M.ED.) -- University of Limpopo, 2011

Multilingualism in the FET band schools of Polokwane area, a myth or a reality

2013-05-20T12:53:28Z

Title: Multilingualism in the FET band schools of Polokwane area, a myth or a reality Authors: Ntsoane, Mogodi Abstract: Language prejudice is of two types: positive and negative. Negative prejudice is image effacing. It is characterized by negative evaluation of one’s own language or speech patterns and a preference for someone else’s. An example of this kind of self- -denigration is the case of David Christiaan, the Nama Chief in Namibia, who, in response to the Dutch missionaries’ attempt to open schools that would conduct their teaching using Nama as a medium of instruction, is reported to have shouted, “Only Dutch, Dutch only! I despise myself and I want to hide in the bush when I am talking my Hottentot language” (Vedder, 1981: 275 as quoted in Ohly, 1992:65. In Ambrose, et al (eds.) undated: 15). Description: Thesis (M.ED.) --University of Limpopo, 2008

Educational needs of domestic workers in Pietersburg Circuit - Polokwane

2013-05-11T22:01:27Z

Title: Educational needs of domestic workers in Pietersburg Circuit - Polokwane Authors: Molema, Tlou Margaret Abstract: Refer to document Description: Thesis (M.Ed. (Adult Education)) -- University of Limpopo, 2011

Parents’ perception of inclusion in Capricorn District, Limpopo Province, South Africa

2013-05-04T22:00:47Z

Title: Parents’ perception of inclusion in Capricorn District, Limpopo Province, South Africa Authors: Siewe, Cynthia Numbisi Abstract: The purpose of this study was to compare the perceptions of three groups of parents; parents with special needs children in regular schools (n=16), parents with special needs children in special schools (n=16) and parents with special needs children not enrolled in either regular or special schools (n =18) towards inclusion in Capricorn District. Their perceptions were sought with regards to inclusion in regular schools, general education teacher’s attitude and sociocultural constraints on inclusion. Causal comparative and quantitative design inclusive of administration of structured questionnaire was adopted for this study. From the basic descriptive and inferential statistics [ANOVA and Tukey (HSD) test], there was a significant difference (p < 0.05) in perceptions among the three groups on 59% and 46% of the statements addressing inclusion in regular schools and sociocultural considerations respectively. No significant difference was observed (p > 0.05) on 76% of the statements on teachers’ attitude. Despite certain concerns, the perceptions of parents with SN children in RS (Group 1) were largely in favour of inclusion as opposed to parents with SN children in SS (Group 2) and parents with SN children not enrolled in either RS or SS (Group 3). There was a general consensus by all 3 groups of parents on the negative effects of general education teachers’ attitudes on inclusion. The results further suggested that the sociocultural paradigm as envisaged by parents from Group 3 influenced not only their expectations but also those of others (children without SN, teachers and the community at large) about children with SN. Against this backdrop, a more detailed investigation on the influence of culture on parents’ perception of inclusion is recommended. Description: Thesis (M.ED. (Educational Psychology)) -- University of Limpopo, 2012