http://hdl.handle.net/10386/40 2013-05-13T03:24:37Z http://hdl.handle.net/10386/832 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 2011-01-01T00:00:00Z http://hdl.handle.net/10386/803 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 2012-01-01T00:00:00Z http://hdl.handle.net/10386/792 Title: Investigating mathematics teachers’ beliefs about the nature of mathematics and their impact on classroom practices Authors: Maphutha, Beauty Kgaladi Abstract: This study investigated Mathematics teachers’ beliefs about the nature of Mathematics and their impact on classroom practices. It was conducted in a public semi-urban school in the Capricorn District-Limpopo Province. It was a case study targeting two FET teachers with teaching experiences of 15 years or more. The central research questions addressed in this study are, namely: What are Mathematics teachers’ beliefs about the nature of Mathematics? And, what is the relationship between teachers’ beliefs and their classroom practices? Data were collected through pre-observation interviews, classroom observation and through post observation interviews. Pre-observation interviews were conducted once before the participants were observed. I was a complete observer during my colleagues’ lessons. Interviews and observations data were analysed using categorisation and interpretation of data in terms of common themes and synthesis into an overall portrait of the case. Each case study teacher’s data were analysed individually (that is within-case analysis) first and thereafter cross-case analysis was done in order to compare the two case studies. Description: Thesis (M.ED. (Mathematics Education)) -- University of Limpopo, 2012 2012-01-01T00:00:00Z http://hdl.handle.net/10386/785 Title: Investigating grade 10 learners' achievements in photosynthesis using conceptual chance model Authors: Tlala, Benedict Mpapa Abstract: A deep level approach to learning leads to quality learning outcomes. Teachers should use appropriate teaching strategies to encourage learners to use deep level approaches to learning. The Conceptual Change Model (CCM) approach is one such strategy for the teaching of science concepts. Deep level approaches are a necessity when dealing with a difficult science concept like photosynthesis. The purpose of this study was to investigate Grade 10 learners’ achievements in photosynthesis using the CCM approach in order to minimize misconceptions and develop a broader and deeper understanding of the photosynthesis process in the high school context in a semi-rural South African school. The learners’ attitudes towards the CCM approach in the teaching of Life Sciences were explored. This study aimed to answer the following main question: what are the achievements of Grade 10 learners’ in photosynthesis as core knowledge? The CCM approach included worksheets based on all five steps of the CCM process: commit to an outcome, expose beliefs, confront beliefs, accommodate the concept and extend the concept. The sample consisted of 78 Grade 10 learners. The research was carried out with a quasi-experimental/control group design and lasted for six weeks. The achievement test and questionnaires were used as instruments to collect data. The analyses of results show that experimental and control group’s pre-test academic achievement scores were similar and there was no significant difference between them (p < 0.05), but when the academic achievement of the post-test results of the EG and CG were analyzed, it was clear that there is a significant difference. The results from post-tests suggest that learners from the EG, taught using the CCM approach, show significantly greater achievements in photosynthesis than learners from the CG. In addition, learners from EG show a positive attitude towards Life Sciences after CCM teaching approach, but not from the CG taught using traditional approach. These findings have implications for a science teacher and recommendations are made to improve the teaching of photosynthesis as core knowledge. Description: Thesis (M.ED.) --University of Limpopo, 2011 2011-01-01T00:00:00Z