With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen’s classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers’ group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers’ beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.
{"title":"Effect of inclusive practices on attitudes: A meta-analysis study","authors":"Nazlı Sıla Yerliyurt Günay, Şenel Elaldı, Mehtap Çifçi","doi":"10.15700/saje.v43n1a2212","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2212","url":null,"abstract":"With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen’s classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers’ group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers’ beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a1982
Lebala Kolobe, Paul Hobden
Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners’ success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed.
{"title":"Influence of National Senior Certificate Examinations on classroom practice: Experienced teachers’ pedagogical choices in teaching chemical equilibrium","authors":"Lebala Kolobe, Paul Hobden","doi":"10.15700/saje.v42ns1a1982","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a1982","url":null,"abstract":"Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners’ success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48674679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2057
J. López-Belmonte, A. Segura-Robles, Antonio-José Moreno-Guerrero, M. Parra-González
The use of technology in education has modified teaching and learning processes. New concepts such as science, technology, engineering and mathematics (STEM) are changing traditional learning. The purpose of STEM education is to prepare students for university engineering courses and higher technical education. The main aim of the study reported on here was to understand the influence of a STEM-based teaching process in different socio-educational dimensions. This was done by comparing the results achieved with a traditional expository teaching process with different groups of students. A quasi-experimental design was applied. A sample of 231 Spanish students from the first year of secondary education (ESO) was chosen. The results show that the STEM approach was significant in all the dimensions of study and, according to teachers, was more influential for student motivation and grades. The results also show that the STEM teaching approach was significant in all the dimensions of study. These dimensions are motivation; teacher-student, student-content and student-student interactions; autonomy; collaboration; depth of content; resolution of problems; class time, student ratings; and teacher ratings. According to teachers, the strongest influence was on the students’ motivation and qualifications.
{"title":"Comparative analysis between a STEM-based learning process and traditional teaching","authors":"J. López-Belmonte, A. Segura-Robles, Antonio-José Moreno-Guerrero, M. Parra-González","doi":"10.15700/saje.v42ns1a2057","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2057","url":null,"abstract":"The use of technology in education has modified teaching and learning processes. New concepts such as science, technology, engineering and mathematics (STEM) are changing traditional learning. The purpose of STEM education is to prepare students for university engineering courses and higher technical education. The main aim of the study reported on here was to understand the influence of a STEM-based teaching process in different socio-educational dimensions. This was done by comparing the results achieved with a traditional expository teaching process with different groups of students. A quasi-experimental design was applied. A sample of 231 Spanish students from the first year of secondary education (ESO) was chosen. The results show that the STEM approach was significant in all the dimensions of study and, according to teachers, was more influential for student motivation and grades. The results also show that the STEM teaching approach was significant in all the dimensions of study. These dimensions are motivation; teacher-student, student-content and student-student interactions; autonomy; collaboration; depth of content; resolution of problems; class time, student ratings; and teacher ratings. According to teachers, the strongest influence was on the students’ motivation and qualifications.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49275968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2123
Jane Tsharane, M. Bussin
With this study we explored financial risk management practices in public schools in selected quintile (1, 2 & 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals’ roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.
{"title":"Exploring financial risk management practices in selected Tshwane schools","authors":"Jane Tsharane, M. Bussin","doi":"10.15700/saje.v42ns1a2123","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2123","url":null,"abstract":"With this study we explored financial risk management practices in public schools in selected quintile (1, 2 & 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals’ roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2188
Alba Cámara-Martínez, Sara Suárez-Manzano, E. J. Martínez-López, Alberto Ruiz-Ariza
The acquisition of vocabulary and narrative comprehension are key abilities for children’s literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension. Ninety-two pre-school children (45.7% girls) aged 35.83 ± 2.57 months were split into experimental and control groups. Results from the pre- and post-intervention assessments show improvements of 56.1% in vocabulary (p < 0.001, Cohen’s d = 0.759) and 24.7% in narrative comprehension (p < 0.001, Cohen’s d = 0.710) in the treatment group. The results do not vary based on gender or age (31−36 and 37−42 months). Active lessons based on playful games within the classroom are suggested as support for the acquisition of vocabulary and narrative comprehension in childhood education.
词汇和叙事理解的习得是儿童识字发展的关键能力，也是儿童早期认知能力和学术能力发展的关键。这项研究的目的是分析一个为期6周的综合活动课程的效果，该课程基于好玩的游戏、词汇和叙事理解。将92名年龄为35.83±2.57月龄的学龄前儿童分为实验组和对照组，其中女童占45.7%。干预前和干预后的评估结果显示，治疗组词汇量提高了56.1% (p < 0.001, Cohen’s d = 0.759)，叙事理解提高了24.7% (p < 0.001, Cohen’s d = 0.710)。结果不因性别或年龄(31 - 36个月和37 - 42个月)而异。在儿童教育中，建议以课堂游戏为基础的主动课程作为词汇习得和叙事理解的支持。
{"title":"Effect of an integrated active-lessons programme on vocabulary and narrative comprehension in pre-school children","authors":"Alba Cámara-Martínez, Sara Suárez-Manzano, E. J. Martínez-López, Alberto Ruiz-Ariza","doi":"10.15700/saje.v42ns1a2188","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2188","url":null,"abstract":"The acquisition of vocabulary and narrative comprehension are key abilities for children’s literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension. Ninety-two pre-school children (45.7% girls) aged 35.83 ± 2.57 months were split into experimental and control groups. Results from the pre- and post-intervention assessments show improvements of 56.1% in vocabulary (p < 0.001, Cohen’s d = 0.759) and 24.7% in narrative comprehension (p < 0.001, Cohen’s d = 0.710) in the treatment group. The results do not vary based on gender or age (31−36 and 37−42 months). Active lessons based on playful games within the classroom are suggested as support for the acquisition of vocabulary and narrative comprehension in childhood education.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45105035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2127
M. Mokgolo, M. Dikotla
With the study reported on here we aimed to explore the relationship between situational determinants of teachers’ perceptions of organisational politics in some public high schools in the KwaZulu-Natal province. We adopted a cross-regional survey design and convenience sampling to study teachers (n = 301) at public high schools in all 10 districts in KwaZulu-Natal, South Africa. We found that perceived organisational politics had a positive relationship to job satisfaction. Analyses of correlational and stepwise regression showed numerous significant relations between the perceptions of organisational politics and job satisfaction variables. The results of the study can be used by the Department of Basic Education to improve South African provincial school management practices for the development and retention of experienced and valuable educators.
{"title":"Relationship between situational determinants of teachers’ perceptions of organisational politics and job satisfaction","authors":"M. Mokgolo, M. Dikotla","doi":"10.15700/saje.v42ns1a2127","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2127","url":null,"abstract":"With the study reported on here we aimed to explore the relationship between situational determinants of teachers’ perceptions of organisational politics in some public high schools in the KwaZulu-Natal province. We adopted a cross-regional survey design and convenience sampling to study teachers (n = 301) at public high schools in all 10 districts in KwaZulu-Natal, South Africa. We found that perceived organisational politics had a positive relationship to job satisfaction. Analyses of correlational and stepwise regression showed numerous significant relations between the perceptions of organisational politics and job satisfaction variables. The results of the study can be used by the Department of Basic Education to improve South African provincial school management practices for the development and retention of experienced and valuable educators.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46848994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2211
Javier Castillo-López, Daniel Domínguez Figaredo
Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.
{"title":"Characterisation of flipped classroom teaching in multigrade rural schools","authors":"Javier Castillo-López, Daniel Domínguez Figaredo","doi":"10.15700/saje.v42ns1a2211","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2211","url":null,"abstract":"Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45458382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2135
Miray Özözen Danacı, Sırma Seda Bapoğlu Dümenci
The study reported on here was conducted to examine the consistency of the views of children and teachers in predicting the multiple intelligence areas of children at the end of the education programme provided in an enriched class based on multiple intelligence practices in a pre-school education institution. Using the pre-test-education-post-test experimental method, we applied the relational pattern to investigate the relationship between the 2 variables. The sample group of this study consisted of 34 children aged 5 to 6 years, 17 in the experimental and 17 in the control group. As data collection tools, the TIMI Inventory developed by Teele (1992) and an application (colour-bead system) containing assessments of the children’s preferences were applied. The findings obtained in this study show that in 7 of the 17 children, the intelligence/skills area revealed by the evaluations of their preferences was similar to the results of the TIMI Inventory.
{"title":"The consistency of the Teele Multiple Intelligence Inventory (TIMI) scale with children’s preferences in investigating the intelligence areas of preschool children","authors":"Miray Özözen Danacı, Sırma Seda Bapoğlu Dümenci","doi":"10.15700/saje.v42ns1a2135","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2135","url":null,"abstract":"The study reported on here was conducted to examine the consistency of the views of children and teachers in predicting the multiple intelligence areas of children at the end of the education programme provided in an enriched class based on multiple intelligence practices in a pre-school education institution. Using the pre-test-education-post-test experimental method, we applied the relational pattern to investigate the relationship between the 2 variables. The sample group of this study consisted of 34 children aged 5 to 6 years, 17 in the experimental and 17 in the control group. As data collection tools, the TIMI Inventory developed by Teele (1992) and an application (colour-bead system) containing assessments of the children’s preferences were applied. The findings obtained in this study show that in 7 of the 17 children, the intelligence/skills area revealed by the evaluations of their preferences was similar to the results of the TIMI Inventory.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46407088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2098
A. Molotsi
In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled – 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell’s 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, in-service training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.
{"title":"The use of ICT resources to transform teaching at secondary schools in the Bojanala district, Northwest province","authors":"A. Molotsi","doi":"10.15700/saje.v42ns1a2098","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2098","url":null,"abstract":"In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled – 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell’s 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, in-service training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2219
Murunwa Dagada
The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers in teaching reading. I used a qualitative approach and employed an explanatory case study design. The study was guided by the social constructivist theory of German psychologist, Max Wertheimer. Twelve participants (n = 12) were purposively selected from 4 schools in the Vhembe district in the Limpopo province, South Africa. These were learners who performed poorly in reading. Data were collected using semi-structured interviews and thematic analysis was used to analyse the data. I recorded that the Foundation Phase teachers experienced various challenges, namely overcrowded classrooms, a lack of resources and support from the school management team and parents, and poor knowledge of reading instruction. I further recorded that teachers’ inability to administer assessment tasks, as prescribed by the Department of Education, might be addressed through workshops, which might also alert teachers to the value of pre-reading and setting learning outcomes before reading lessons.
{"title":"Foundation Phase teachers’ challenges in teaching reading in South Africa","authors":"Murunwa Dagada","doi":"10.15700/saje.v42ns1a2219","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2219","url":null,"abstract":"The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers in teaching reading. I used a qualitative approach and employed an explanatory case study design. The study was guided by the social constructivist theory of German psychologist, Max Wertheimer. Twelve participants (n = 12) were purposively selected from 4 schools in the Vhembe district in the Limpopo province, South Africa. These were learners who performed poorly in reading. Data were collected using semi-structured interviews and thematic analysis was used to analyse the data. I recorded that the Foundation Phase teachers experienced various challenges, namely overcrowded classrooms, a lack of resources and support from the school management team and parents, and poor knowledge of reading instruction. I further recorded that teachers’ inability to administer assessment tasks, as prescribed by the Department of Education, might be addressed through workshops, which might also alert teachers to the value of pre-reading and setting learning outcomes before reading lessons.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44694207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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