Research Articles (Curriculum Studies)

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Computer-based drill and practice games as support tools for English second language learners
(South African Association for Language Teaching, 1998-12) Cronje, Johannes Christoffel; Herselman, Marlien
Computer-based drill and practice games may play an important part in supporting outcomes-based education by automatizing the sub-skills required for life-long learning. South African schools vary in diversity from resource advantaged to resource deprived. This article indicates that, although resource advantaged learners may benefit from computer-based drill and practice games, they prefer strategy games. Resource-deprived learners, however, prefer twitch games. Drill and practice games are a combination of the two. Depending on their resource levels, different intrinsic motivators cause learners to continue playing these games, although for both groups recognition is the most important motivator. Lower levels of psychomotor skills and game literacy prove to be a problem for resource deprived learners only in the early phases of learning to play computer games. Resource deprived learners showed a greater improvement in language proficiency resource advantaged ones.
Antecedents of knowledge sharing behaviour in the public sector
(Academic Conferences and Publishing International, 2021) Turyahikayo, Everest; Pillay, Venitha; Muhenda, Mary B.
This qualitative study investigated antecedents of knowledge sharing in the public sector. Basing on the theory of planned behaviour and literature review, three antecedents guided the conceptualization of the study namely; employee attitudes, subjective or social norms and perceived behaviour control. Data from the 19 in-depth interviews were thematically analyzed. Findings revealed that employee attitudes towards knowledge sharing in the public sector were both positive and negative. While the theory of planned behaviour focuses on the attitudes of knowledge givers, it emerged that the knowledge seekers’ attitudes mattered as well. Subjective norms were prevalent in meetings, teams, job rotation as well as in the Communities of Practice (CoP). The finding that Communities of Practice were disconnected in terms of knowledge sharing emerged surprising because we had not envisaged it since previous studies have not investigated it. Perceived behaviour control was modified by scanty organizational resources as well as incentives and policies. The study proposes knowledge sharing model for both practitioners and researchers.
Moving from a discourse of access to reading instructional materials to the management and utilisation thereof : Progress International Reading Literature Study at Grade 4 in South Africa
(Unisa Press, 2016-12) Zimmerman, Lisa; Howie, Sarah J.; sarah.howie@up.ac.za
Two cycles of the Progress in International Reading Literacy Study (PIRLS) were completed in South Africa in 2006 and 2011. In this article, we investigate the qualities of high-performing reading literacy schools for optimal resource management and utilisation strategies for possible application to low-performing schools. We do this against the background of reports on reading resource shortages and inadequacies in the context of reading literacy learning from both of the PIRLS main studies. This is done by comparing six case study schools with varying contexts and performance levels. The findings from a secondary analysis using the PIRLS 2006 data together with six case studies using international reading benchmarks from PIRLS 2006 to depict performance levels, confirmed that learners in low-performing schools from the study had inadequate access to reading instruction resources. This appeared partly attributable to inadequate funding and government provisioning; ineffective resource management at school level and non-resourcefulness of teachers at classroom level exacerbating reading resource inadequacies; as well as ineffective utilisation of materials at these low-performing schools. The resource management and utilisation strategies of high-performing case study schools were found to be potential models for schools with inadequate strategies.
High-stakes testing in South Africa : friend or foe?
(Routledge, 2012-02) Howie, Sarah J.; sarah.howie@up.ac.za
The Jomtien conference in 1990 on Education for All is seen by many as a turning point for the introduction of increased monitoring and evaluation of the quality of education systems around the world. Internationally, debates have arisen about the nature and frequency of assessment and its impact on education systems with its intended and unintended consequences. The phenomenon of large-scale testing is a relative latecomer to South African education. Since 1994, large-scale assessments have been implemented in core subjects such as mathematics, science and language in national and international assessments. In this paper, various forms of the large-scale assessments in South Africa are discussed in relation to high-stakes testing and their effect on the education system as a whole in the light of international experience.
Mathematics, curriculum and assessment : the role of taxonomies in the quest for coherence
(AOSIS OpenJournals Publishing, 2014-12) Long, Caroline; Dunne, Tim; De Kock, Hendrik; caroline.long@up.ac.za
A challenge encountered when monitoring mathematics teaching and learning at high school is that taxonomies such as Bloom’s, and variations of this work, are not entirely adequate for providing meaningful feedback to teachers beyond very general cognitive categories that are difficult to interpret. Challenges of this nature are also encountered in the setting of examinations, where the requirement is to cover a range of skills and cognitive domains. The contestation as to the cognitive level is inevitable as it is necessary to analyse the relationship between the problem and the learners’ background experience. The challenge in the project described in this article was to find descriptive terms that would be meaningful to teachers. The first attempt at providing explicit feedback was to apply the assessment frameworks that include a content component and a cognitive component, namely knowledge, routine procedures, complex procedures and problem solving, currently used in the South African curriculum documents. The second attempt investigated various taxonomies, including those used in international assessments and in mathematics education research, for constructs that teachers of mathematics might find meaningful. The final outcome of this investigation was to apply the dimensions required to understand a mathematical concept proposed by Usiskin (2012): the skills-algorithm, property-proof, use-application and representation-metaphor dimension. A feature of these dimensions is that they are not hierarchical; rather, within each of the dimensions, the mathematical task may demand recall but may also demand the highest level of creativity. For our purpose, we developed a two-way matrix using Usiskin’s dimensions on one axis and a variation of Bloom’s revised taxonomy on the second axis. Our findings are that this two-way matrix provides an alternative to current taxonomies, is more directly applicable to mathematics and provides the necessary coherence required when reporting test results to classroom teachers. In conclusion we discuss the limitations associated with taxonomies for mathematics.
An investigation of mathematical literacy assessment supported by an application of Rasch measurement
(AOSIS Open Journals, 2014-08-26) Long, Caroline; Bansilal, Sarah; Debba, Rajan
Mathematical Literacy (ML) is a relatively new school subject that learners study in the final 3 years of high school and is examined as a matric subject. An investigation of a 2009 provincial examination written by matric pupils was conducted on both the curriculum elements of the test and learner performance. In this study we supplement the prior qualitative investigation with an application of Rasch measurement theory to review and revise the scoring procedures so as to better reflect scoring intentions. In an application of the Rasch model, checks are made on the test as a whole, the items and the learner responses, to ensure coherence of the instrument for the particular reference group, in this case Mathematical Literacy learners in one high school. In this article, we focus on the scoring of polytomous items, that is, items that are scored 0, 1, 2 … m. We found in some instances indiscriminate mark allocations, which contravened assessment and measurement principles. Through the investigation of each item, the associated scoring logic and the output of the Rasch analysis, rescoring was explored. We report here on the analysis of the test prior to rescoring, the analysis and rescoring of individual items and the post rescore analysis. The purpose of the article is to address the question: How may detailed attention to the scoring of the items in a Mathematical Literacy test, through theoretical investigation and the application of the Rasch model, contribute to a more informative and coherent outcome?
A model for assessment : integrating external monitoring with classroom-based practice
(Faculty of Education, University of the Free State, 2014-03) Long, Caroline; Dunne, Tim; Mokoena, Gabriel; caroline.long@up.ac.za
The rationale for the introduction of standards in the United States in the late 1980s was that the quality of education would improve. Assessment instruments in the form of written tests were constructed in order to perform a monitoring function. The introduction of standards and the associated monitoring have been replicated in South Africa. It was intended that these elements would result in a more equitable education across the country. In neither of these countries has this process borne the results expected. The lack of substantive progress may be due to the fact that socioeconomic disadvantage and, therefore, opportunity to learn, has not been addressed. It may also be that systemic-type assessments have little meaning for the teachers, and bear little relation to classroom assessments; the perceived lack of relevance resulting in a lack of commitment to the process. Our education system is in need of serious deliberations about the broad curriculum goals relevant to society, a classroom environment that is conducive to learning and an assessment model that supports instruction. Within the assessment model we propose an instrument design that supports instruction. The assessment model includes a monitoring component, a formative component and a professional development component. We propose an assessment process where general trends can be reported for systemic purposes but also that the results of the individual learner progress obtained through both a monitoring and a formative component, are to be suitable for engagement by teachers. We honour the central teacher role in communicating both the emerging teaching successes and the currently troublesome areas of classroom learning challenges.
Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency : the potential of Rasch measurement theory
(AOSIS Open Journals, 2012-11-21) Dunne, Tim; Long, Caroline; Craig, Tracy S.; Venter, Elsie
The challenges inherent in assessing mathematical proficiency depend on a number of factors, amongst which are an explicit view of what constitutes mathematical proficiency, an understanding of how children learn and the purpose and function of teaching. All of these factors impact on the choice of approach to assessment. In this article we distinguish between two broad types of assessment, classroom-based and systemic assessment. We argue that the process of assessment informed by Rasch measurement theory (RMT) can potentially support the demands of both classroom-based and systemic assessment, particularly if a developmental approach to learning is adopted, and an underlying model of developing mathematical proficiency is explicit in the assessment instruments and their supporting material. An example of a mathematics instrument and its analysis which illustrates this approach, is presented. We note that the role of assessment in the 21st century is potentially powerful. This influential role can only be justified if the assessments are of high quality and can be selected to match suitable moments in learning progress and the teaching process. Users of assessment data must have sufficient knowledge and insight to interpret the resulting numbers validly, and have sufficient discernment to make considered educational inferences from the data for teaching and learning responses.
Supporting distance education students : the pilot study of a tutorial model and its impact on students' performance
(Unisa Press, 2012) Aluko, Folake Ruth; Hendrikz, Johan; ruth.aluko@up.ac.za
This pilot study investigates the impact of a tutorial model on the performance of distance education students enrolled for an Advanced Certificate in Education (ACE) programme. The aim of the support system is to enhance learning and improve performance. Towards this end, the institution developed a tutorial support system model, which is not dependent on the availability of a tutor, but rather on peer group learning to create a learning environment. The model also depended on carefully designed worksheets. By using a mixed-methods approach, the researchers combined observations, surveys and analyses of student records. Preliminary advantages identified by student participants included clarity of focus, the opportunity to learn from other students, and exposure to the handling of assignment and examination questions. Based on the performance of the first and second cohorts in attendance, one may speculate that students who availed themselves of this opportunity seemed to perform better. Findings from the study suggest that open and distance learning (ODL) institutions will increasingly be differentiated by the support they offer rather than by the material they provide, especially at higher levels of study.
Ruimtelike oriëntering en kognitiewe belading as faktore wat leer by blinde leerders in die lewenswetenskappe beïnvloed
(AOSIS Open Journals, 2012-11-28) Maguvhe, Mbulaheni Obert; Gumede, Msongelwa John; Fraser, William John; Schoeman, Henoch; william.fraser@up.ac.za
In Suid-Afrika word min navorsing gedoen oor faktore wat kognitiewe belading tydens onderrig en leer beïvloed. Die gebrek rig ’n uitdaging tot ons sosiale aanspreeklikheid teenoor leerders met spesiale onderwysbehoeftes aangesien die beginsels van gelykheid en billikheid nie altyd in hierdie spesialiseringsveld nagekom word nie. Hierdie artikel berig oor ’n sekondêre analise van die resultate van twee onlangse ondersoeke deur Maguvhe (2005) en Gumede (2010). Die twee ondersoeke het ten doel gehad om te bepaal hoe onderwysers lewenswetenskappe aan blinde leerders en leerders met swak sig onderrig. Die doel met hierdie sekondêre analise was om die oorspronklike resultate verder te analiseer om vas te stel hoe die beginsels van kognitiewe belading, modaliteit en ruimtelike oriëntering tydens die onderrig van lewenswetenskappe aan blinde leerders en leerders met swak sig verreken word. Die sekondêre analise bevestig dat blinde leerders selde aan ondersoeke, eksperimente en aktiwiteite deelneem. Wanneer dit wel gebeur, is sulke interaksies basies, elementêr en bevestigend. Omdat die onderrig hoofsaaklik narratief van aard is, verhoog die moontlikheid dat kognitiewe belading die ouditiewe funksies, in die afwesigheid van visuele en taktiele stimuli, sal laat afneem. Taktiele stimulering is in ’n groot mate afhanklik van faktore soos gespesialiseerde hulpbronne, goedopgeleide onderwysers, Braille-geletterde onderwysers, lesers en skrywers en ’n goeie begrip van hoe ’n holistiese metodologie die taktiele sintuie van blinde en visueelgestremde leerders mag optimaliseer.
Development of a model of effectiveness in science education to explore differential science performance : a case of South Africa
(Southern African Association for Research in Mathematics, Science and Technology Education, 2012) Cho, Mee-Ok; Scherman, Vanessa; Gaigher, Estelle; vanessa.scherman@up.ac.za
This paper reports on secondary analysis of TIMSS 2003 data, based on a sound conceptual model, aiming to explain differential science achievement in South Africa from the perspective of educational effectiveness research. The conceptual framework was developed by refining existing school effectiveness models and including factors related to science achievement. The refined model integrated psychological and sociological aspects and reflected the multilevelstructure of schools. The model added resources and climate to the quality factors at class/ school level. It was applied to the South African results of TIMSS 2003. Data from the student (n=8,952), teacher (n=255) and school questionnaires (n=255) were analysed in conjunction with achievement data by means of factor, reliability, correlation and multilevel analysis. The multilevel analysis revealed that at student level the strongest predictor of science achievement is attitude towards science. At classroom/school level, the strongest predictors are resource- and climate-related factors such as the safety in school, physical resources and class size. Factors at class/school level influenced performance more than student level factors with 59% of the total variance in science achievement occurring at class/school level. Such results indicate that the model developed is well suited to science education in developing countries.
An evaluation of the implementation of the National ICT Policy for Education in Namibian rural science classrooms
(Southern African Association for Research in Mathematics, Science and Technology Education, 2012) Ngololo, E.N. (Elizabeth Ndeukumwa); Howie, Sarah J.; Plomp, Tjeerd; sarah.howie@up.ac.za
Information Communication Technology (ICT) implementation in Namibian schools is still in its infancy in rural science classrooms at junior secondary school level. The research reported in this paper adapted the Four-in-Balance model that reflects the pillars of the use of ICT in classrooms. In order to explore the extent of the implementation in rural science classrooms of the government ICT Policy for Education, a survey was used to collect science teachers’ level data. Three levels of ICT implementation, viz low, medium and high, were identified. The results show that for management aspects of the ICT Policy the implementation level is high to medium, which contrasts with the low levels of implementation of subject specific ICT resources for pedagogical use, and also with teachers’ negative attitude to the use of ICT. The results might influence policies on ICT use and how ICT is to be used in the future at classrooms level.
ODL and access to higher education : the experiences of the University of Botswana
(Unisa Press, 2011) Nage-Sibande, B.; Van Vollenhoven, Willem Johannes; Hendrikz, Johan
This interpretive qualitative study investigated why open and distance learning (ODL) within some dual mode universities seemingly failed to achieve high participation rates, compared to the face-to-face mode of delivery in the same institution. Its scope was the Botswana higher education sector. The University of Botswana (UB), the only public dual mode university in Botswana, was closely studied. The main question explored why some dual mode universities in southern Africa enrolled lower figures through ODL than the face-to-face mode of delivery, though ODL had more potential to increase access substantially than the face-to-face mode. Data were collected through semi-structured interviews and document analysis. Purposive selection drew participants from UB, the Tertiary Education Council (TEC) and the Ministry of Education and Skills Development (MOESD), based on their experience in education planning, policy formulation and ODL delivery. Data were analysed through qualitative content analysis. The study confirmed internal and external attitudes that create equivalency challenges and impede ODL growth in dual mode universities, resulting in its limited contribution to participation. It established that dual mode institutions need relevant policies, structures and enhanced resources for ODL, in order to significantly increase participation. The study consequently advocates thorough planning for a dual mode setup, commitment of resources, monitored implementation and appropriately trained staff.
Inclusion and exclusion in higher education : paradoxes in distance education
(Unisa Press, 2011) Aluko, Folake Ruth; ruth.aluko@up.ac.za
Distance education has been identified as a tool for opening up access to education. In South Africa in particular, the model has been identified as being able to redress past inequities. In this article, the researcher investigates to what extent ‘access’ is being given to distance education students enrolled in the B.Ed. (Hons) Education Management, Law and Policy programme at a university, and what the quality of the access is in comparison to its conventional counterparts. The study uses a combination of surveys, interviews and administrative records. The findings reveal that enrolled distance education students on the programme enjoy open access in terms of the university’s admission policies. However, paradoxes exist in relation to the use of media, non-instructional support services, the absence of bridging courses, the lack of financial assistance to prospective students without jobs, lack of access to library services, limited access to bursaries for enrolled students, and limited faculty–student contact. Recommendations include: introduction of counselling services, decentralised library facilities, toll-free telephone services, and the release of government funds for bursaries, as is the case for conventional students. It is encouraging that the newly reviewed programme, rolled out in October 2010, contains most of these recommended opportunities.
2010 FIFA World Cup : gender, politics and sport
(Agenda Feminist Media, 2010) Pillay, Venitha; Salo, Elaine
The euphoria of the 2010 FlFA World Cup in South Africa seems to persist, albeit as faded, scraggy remnants of flags hanging precariously on aerials and the side view mirrors of cars. The cacophony around this event has died. Shakira has left the stage. However the debates about the gendered impact of the FlFA World Cup still remain. This special issue of Agenda, maps out some of the key features of the debate, as we question whether women's participation in sport has been significant and whether international sporting events can make a substantive difference in women's lives.
Contextualizing South Africa's participation in the SITES 2006 module
(EASA, 2010-11) Blignaut, Seugnet; Els, Christo; Howie, Sarah J.
The International Association for the Evaluation of Educational Achievement (IEA) initiated the Second International Technology in Education Study (SITES 2006) - a large-scale comparative survey on the use of Information and Communication Technologies (ICTs) in schools. The goal was to understand the pedagogical use of ICTs in schools in 22 education systems. We aim to contextualize South Africa's participation in SITES 2006 on four levels: (i) the nature and structure of the South African education system, (ii) a review of South Africa's participation in SITES 2006, (iii) ICT infrastructure, facilities and equipment, and (iv) teachers' use of ICTs for teaching and learning. SITES 2006 administered three questionnaires to school principals, technology coordinators, and mathematics and science teachers. The final sample consisted of 666 mathematics and 622 science teachers. Although most education systems collected data via the internet, South Africa was the only country that used only a paper-and-pencil data collection strategy with an average return rate of 90%. South Africa scored low on most variables, e.g. ICT infrastructure, facilities, and equipment. A large percentage of South African teachers reported their ICT incompetence. South Africa's inability to cross the boundaries of traditional learning towards the development of 21st century teaching and learning skills inhibits social and economic growth for the development of human capital.
Is temperament a key to the success of teaching innovation?
(Open Journals Systems, 2010-08) Blitz, J.J.; Van Rooyen, M.R.; Cameron, David A.; Pickworth, G.P.; Du Toit, Pieter Hertzog; marietjie.vanrooyen@up.ac.za
INTRODUCTION: A section of the undergraduate curriculum was revised due to consistently poor student evaluation. The chosen didactic method for achieving this change was reciprocal peer teaching. This innovation may have required academic members of staff to adapt to a new teaching style. METHOD: Staff members determined their Keirsey temperament and were given a report on its interpretation. They participated in training on student-focused teaching techniques and completed the Approaches to Teaching Inventory (ATI) of their preferred approach to teaching. Their subsequent sessions with students were videotaped and analysed for features of student-focused, as opposed to teacher-focused, teaching. RESULTS: There was a link between temperament type and apparent delivery of student-focused teaching. Staff members' perceptions of their approach to teaching did not correspond to their actual teaching behaviour. DISCUSSION: Staff development strategies could take into account individual temperaments in order to direct their professional development for the full spectrum of flexible teaching skills. Alternatively, teaching teams should be created in a way that takes account of different temperament types. CONCLUSION: Temperament does play a key role in adaptation to innovation.
Proficiency in the multiplicative conceptual field : using Rasch measurement to identify levels of competence
(Southern African Association for Research in Mathematics, Science and Technology Education, 2010) Long, Caroline; Dunne, Tim; Craig, Tracy S.; Caroline.long@up.ac.za
In the transition years, Grades 7 to 9, the shift from natural numbers to rational numbers and the associated multiplicative concepts prove challenging for many learners. The new concepts, operations and notation must be mastered if the student is to thereafter rise to meet the challenges of algebra and more advanced and powerful mathematics. The multiplicative conceptual field (MCF) groups together such concepts as fraction, ratio, rate, percentage and proportion, all of which are related yet subtly distinct from one another, each with its own challenges. Rasch analysis allows us to compare the difficulty of mathematical problems located within the MCF while, on the same scale, locating the degree to which individual learners have mastered the necessary skill set. Such location of problems and learners on the same unidimensional scale allows for fine-grained analysis of which aspects of the problems being analysed make one problrm more difficult than another. Simultaneously the scale gives the teacher clear evidence of which students have mastered which concepts and skills and which have not, thereby allowing more targeted assistance to the class and individual learners. This paper illustrates the process involved in such analysis by reporting on results located within a larger study. It is suggested that implementing Rasch analysis within the school classroom on appropriately designed assessment instruments would provide clarity for the teacher on the locations of difficulty within the problems used in the assessment and the relative degree to which individual learners are achieving success at mastering the targeted concepts.
Health of the street child : the relation between life-style, immunity and HIV/AIDS - a synergy of research
(EASA, 2002) Van Rooyen, Linda; Hartell, Cycil George; cycil.hartell@up.ac.za
A scrutiny and synergy of the research that was done on the health of street children revealed the relation between their poor living conditions and unhealthy life style and their depleted immune systems which, even in the best situations, wins a victory at a cost. This article probes the relation between the harsh circumstances in which millions of street children in the developed and developing world live and the devastating consequences thereof on their state of health, quality of life and life expectancy.
Reading race : the curriculum as a site of transformation
(Unisa Press, 2009) Esakov, Heidi-Jane
This article looks at social transformation at a former whites-only Afrikaans university from beyond the conventional focus of demographic reform. Rather, in using a qualitative case study, it broadly explores how transformation of higher education institutions can be read in terms of the re-imaging of racial identity within the curriculum. In looking at how an institution navigates social transformation through its positioning of the role of the curriculum in the transformation process, this article suggests that although rhetorically committed to transformation, the university is struggling to emerge from its own politically instrumentalist past. Further, findings show that pressure exerted on the university from government and grassroots level within the university, are impeding the transformation process.

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