Theses and Dissertations (Social Studies Education)

Permanent URI for this collectionhttp://hdl.handle.net/2263/32290

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Children's perspectives on child well-being : a pathway to sustainable futures
(University of Pretoria, 2023-11) Lombard, A. (Antoinette); u20596465@tuks.co.za; Mutema, Beauty
Children’s well-being is a combination of their physical, mental, emotional and social health. Children have rights, including the right to participate in matters that concern their well-being. The social work profession is committed to promoting and improving children’s well-being by making sure their rights are protected while recognising that children have agency to contribute to social change. In South Africa, social workers utilise the developmental approach which recognises the importance of child participation to ensure positive outcomes for sustainable futures. The aim of the study was to explore and describe children’s perspectives on their well- being as a pathway to a sustainable future within the South African context. The theoretical framework which was used for the study was the ecological systems theory. The selected study design was a case study and more specifically instrumental case study. The qualitative research approach was employed, and the type of research utilised was applied research. The snowball sampling method was used to draw a sample of 10 children in their middle childhood between the ages of 8-12 years. The study participants were from Sunnyside, Region 3 of the City of Tshwane Municipality. Data were collected by means of semi-structured interviews guided by an interview schedule. The thematic analysis process was used to analyse the collected data. The findings of the study revealed that participants’ perceived child participation, in matters concerning them, as important. Child participation comprised being listened to, respected, and being given opportunities to complete tasks independently to build their competence and resilience. Participants were of the view that adults did not trust them enough to give them responsibilities that would promote their growth and development. The study concluded that child participation was important for the positive development of children and improvement of their well-being both in the present and the future. The study recommends that children’s agency be developed through participation and decision-making. Children’s participation must be recognised and valued by role players in all matters concerning them. Further research should investigate how children in the broader South African context are participating in promoting their own well-being and contributing to a better society.
A study of perceived classroom language proficiency of pre-service teachers
(University of Pretoria, 2014) Dippenaar, A.J.F. (Hanlie); Evans, Rinelle; tamrynne.peyper@fsb.co.za; Peyper, Tamrynne Jean
In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction they will use once they start their careers. This may be a reason why currently there is no mandatory testing of teachers‟ language proficiency. Due to social, economic and historical factors, English has become the medium of instruction at most educational institutions in South Africa, yet less than 10% of the population speak English as a home language. Consequently, an overwhelming number of learners are being taught in a language other than their home language and often by teachers not adequately prepared to teach through the medium of English. In the absence of mandatory testing and with the complex language situation in South African classrooms, this case study aimed to determine the perceptions held by pre-service teachers and their mentors regarding their English proficiency at entry to the teaching profession. This was done by answering the following research question: What is the perceived Classroom English proficiency of final year pre-service teachers prior to graduating? The conceptual framework was grounded in Uys‟s (2006) model of Classroom English proficiency and the methodology employed was quantitative in nature. Instruments used to collect data included an observation schedule completed by mentor teachers observing pre-service teachers presenting the fifth lesson of their first internship period, and a questionnaire completed by the pre-service teacher directly after the observed lesson. Both instruments were adapted from Elder‟s Classroom Language Assessment Schedule (1993, 2001), and each included 42 items related to various language proficiency variables rated on a four-point Likert scale. Data were analysed using various statistical measures comparing groups and subgroups within the sample. Key findings included a significant statistical difference between how English Home Language (EHL) pre-service teachers perceived their language proficiency and those who are English Additional Language (EAL) preservice teachers. EHL pre-service teachers perceived their Classroom English proficiency better than EAL pre-service teachers. The same trend was evident among the perceptions of mentor teachers. Pedagogical language and voice skills emerged as areas in which additional support was required by EAL pre-service teachers. Further research avenues to explore relate to the feasibility of administering refined instruments among teachers to determine not only what the perceptions would be on a national level but also to assess their Classroom English proficiency, followed by possible interventions.
The design and implementation of a computer-based course using Merrill's model of instructional design
(University of Pretoria, 2003-08-22) Cronje, Johannes Christoffel; hnordhoff@postino.up.ac.za; Nordhoff, Helga Irene
This dissertation is the developmental research report on the design and development of a multimedia tutorial on Anthropometry for university-level health science students. The practical implication of using Merrill's Model of Instructional Design for developing course work for senior students in the health sciences was investigated. The multimedia tutorial was designed and developed, and the prototype evaluated by a team consisting of subject and education experts. The prototype was tested by third-year dietetic students who had completed the lecture-based and paper-based course. The students were observed while using the program, then completed a structured questionnaire and finally were given the opportunity to express their views in an informal group discussion. It was found that if the activation of relevant existing knowledge does not take place, Merrill's Model will be turned inside-out: the student's own problem replaces the instructional problem.

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