Theses and Dissertations (Science, Mathematics and Technology Education)

Permanent URI for this collectionhttp://hdl.handle.net/2263/32289

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Adult learner engagement in synchronous virtual classrooms as part of an online course
Bergh, Martie (University of Pretoria, 2025-08-28)
The use of synchronous virtual classrooms (SVCs) for adult learners in the South African context has not yet been fully explored. Literature indicates a need to investigate what constitutes a well-designed and facilitated synchronous virtual classroom (SVC), particularly those offered to adult learners. This study focused on engagement amongst peers and learners and their facilitators in the SVC, in particular, focusing on cognitive, behavioural, and emotional engagement constructs. A convergent mixed-method research approach was used to explore how the design of SVC sessions influences the engagement of adult learners in an online course. A case study design guided the research methodology for this study. The data-gathering strategies included online surveys with adult learners after attending an SVC session and semi-structured interviews with a sub-sample of these learners, the facilitators, and the course designer. The findings revealed that learners experienced a more engaging learning environment when SVC design decisions focussed on interactive activities and a deliberate intent to create a supportive learning environment. Participants further reported increased interaction with their peers and the facilitator due to the integration of collaborative activities such as whiteboard collaboration activities completed during group work. One of the contextual hindrances to SVC engagement that participants identified is the impact of load shedding and network connectivity in South Africa. Learners furthermore indicated that they experienced frustration and uncertainty towards SVC sessions due to a lack of comfort and struggling with the use of technology. These are an indication that some learners experienced disengagement during the SVC sessions.
Factors influencing Geography teachers’ use of Information and Communication Technologies in Gauteng township secondary schools
Masekoameng, Tebogo (University of Pretoria, 2025-10-19)
The study investigated the factors that influence Geography teachers’ integration of ICTs in their practice within Gauteng townships. The study explored, identified, and deepened an understanding of the influence which the factors have on teachers’ decisions in ICT use or the lack thereof. The study is underpinned by the Technology Acceptance Model framework which depicts the complex relationship between the identified factors and ultimately teachers’ decisions to use ICTs. The study was motivated by the researcher’s observation during Work Integrated Learning practicals, where a topic required that the world be brought into the classroom, and ICT could have been the resource to do that. It was further motivated by the absence of focused literature on the use of ICTs in Geography township classrooms. The research methodology used in the study followed a qualitative approach and a comparative case study research design. The study used primary data collected through semi-structured interviews, classroom observations, and field notes and purposefully sampled four Geography teachers in township schools. For analysis and interpretation, Cresswell’s data analysis spiral approach was employed. The findings demonstrated that Geography teachers in Gauteng’s township secondary schools rely on a mix of external support and personal experience for ICT use. The findings therefore highlighted two main factors which shape ICT use. Firstly, the material and institutional support and secondly, the teachers’ autonomy and their perceptions of the value of ICT use.
Design and technology education students' use of critical thinking skills when solving design problems
Letuka, Sello Stephen (University of Pretoria, 2025)
The literature shows that many learners lack critical thinking (CT) skills, which is problematic for a subject such as Design and Technology (DT), where the focus is on technological problem solving, where solving problems requires CT. Failure to develop DT learners’ CT skills may result in poor problem-solving abilities and design solutions. In the absence of knowledge of how these CT skills are used during the design process, this study explores how DT education students use CT skills to solve design problems in the early phases of the design process. Insights gained could inform curricula in developing CT skills in this process. A qualitative research approach with a single case study design was used to explore how eight third-year diploma students from Lesotho applied CT skills to solve ill-structured design problems. Purposive sampling was used to select the participants. A think-aloud protocol study (TAPS) was used to collect both verbal and visual data. A critical thinking skills framework and a design process model served as the conceptual framework for this study. The findings revealed that although all CT skills were used in both the problem-structuring and problem-solving phases, students used CT skills more frequently during problem-structuring than problemsolving. Interpretation, analysis, inference, and explanation were most prominent during problem structuring, while inference and explanation dominated problem solving. Selfregulation was notably limited in problem-solving. Further research should involve all phases of the design process with larger and more diverse samples to identify which CT skills are more prominent in specific phases of the design process.
Design and Support of natural sciences Practical Activities in a South African School District
Shilote, Stanley Alfred (University of Pretoria, 2025-06)
This qualitative multi-case study, underpinned by interpretivism, investigated in-service teachers’ designs of Senior Phase natural sciences practical activities and how the on-site support regarding natural sciences practical activities is routinely provided to teachers. Despite the emphasis of the Revised National Curriculum Statement and the Curriculum and Assessment Policy Statement on the use of practical activities, including those promoting inquiry-based learning to improve learning outcomes, learner performance in Grade 9 natural sciences remains a challenge. The primary research question asked how the design of practical activities in a South African school district can be understood in relation to the on-site support received by natural sciences teachers. The secondary research questions asked how the selected natural sciences teachers designed practical activities and how the on-site support regarding natural sciences practical activities was routinely provided to teachers. Data were gathered from purposively and snowball sampled participants through document analysis, observations, and interviews. Content analysis was employed case-wise and cross-case-wise. The findings aligned with the existing literature, revealing that the teachers had designed confirmatory practical activities. In contrast, the on-site support that teachers received routinely prioritised procedural compliance. The study revealed a reinforcing cycle of proceduralism, where structured, confirmatory methodologies were perpetuated by compliance-focused support mechanisms. The study culminated in targeted recommendations for addressing educational policy, practice, and future research in natural sciences education in South Africa. Key Terms: natural sciences, practical activities design, South African curriculum, teacher support, Senior Phase
Teachers' perceptions of adopting educational technologies at remote primary schools in the Oanob circuit
Nakalega, Aina (University of Pretoria, 2025-10-31)
This research investigates teachers' perceptions of adopting educational technologies in remote primary schools within Namibia's Oanob Circuit. While technology offers significant potential benefits for teaching and learning in today's digital age, educational gaps remain widespread among schools that lack resources and are located in remote areas. The qualitative single-case study utilised the Technology Acceptance Model as its framework guide to explore and uncover teachers' perceptions of the usefulness and ease of use of educational technologies, their attitude and behavioural intentions towards adoption, and environmental and infrastructural challenges. This study gathered data from six remote schools through semi-structured interviews and unstructured observations. The data was analysed thematically with the support of ATLAS.ti software. The study found that although many teachers considered educational technologies beneficial for increasing learners' engagement and assisting in lesson delivery, their adoption was inconsistent across schools. Several factors contributed to this, including the lack of technology devices, teachers not having a reliable internet connection, and several infrastructural challenges. Professional development was also a significant factor. Teachers displayed a positive attitude toward the adoption of educational technology, regardless of whether they had received sufficient training and support, or not. The study recommends specific infrastructure improvements and ongoing training programs, combined with approaches that incorporate teachers' personal experiences and are informed by their professional knowledge. The study found that when educational technologies are integrated into remote schools, they can promote both equity and quality education.
Using a mathematics two-tier diagnostic assessment in refining the Lesson Study model in South Africa
Vetter, Andrea (University of Pretoria, 2025-09-04)
Lesson Study (LS) emerged as a powerful professional development approach in the field of education. In LS, teachers come together and work collaboratively to develop a research lesson. For teachers to work collaboratively, they must identify a goal for the research lesson; however, the literature does not specify how this goal should be identified in the context of LS. The unique feature of the South African LS cycle is the first stage, which involves diagnostic assessment/analysis. Diagnostic assessment has emerged as a powerful means of identifying learners' strengths, weaknesses, and misconceptions, enabling teachers to tailor their instruction and effectively address specific learning needs. The purpose of this qualitative case study based on the interpretivist paradigm was to explore mathematics teachers’ implementation of a two-tier diagnostic assessment (TTDA), thereby enhancing the current LS model in South Africa (SA). The following main research question was addressed: How can mathematics teachers’ implementation of the TTDA test enhance the current LS model in SA? In line with the principles of qualitative research, I collected data on a team of seven high school mathematics teachers using observations, both semi-structured and unstructured interviews, and document analysis. Two theoretical lenses were employed to explore my research: Social Constructivist Theory (SCT) and Mathematics Knowledge for Teaching (MKT). SCT provided a theoretical base for LS, while MKT provided the requisite content and pedagogical knowledge domains for developing a TTDA. The key findings of this study were that teachers had previously relied on diagnostic tests created by management, such as academic heads or Heads of Departments (HoD), rather than making their own. Additionally, the value of diagnostic assessments in guiding instruction was limited because their results were reported without additional analysis. When developing a TTDA test, teachers followed a five-step process. Firstly, teachers identified a target group for the assessment. Secondly, they identified problematic areas. Thirdly, they developed, moderated, and refined the TTDA test. Fourthly, the teachers administered the TTDA, and lastly, they analysed the results to determine the goal for the collaborative research lesson (CRL). While the findings of this study are not broadly generalisable, it is recommended that teachers receive additional training in conducting diagnostic assessments and analysing learners' misconceptions. Such training would enable mathematics teachers to accurately identify learning challenges and explore alternative instructional strategies to address them.
Teachers' actualisation of the dimensions of engagement in online classrooms
Mahlase, Kabelo (University of Pretoria, 2025)
Online teaching and learning have expanded to new audiences, particularly in Grade 1 to 12 contexts. This shift brings challenges for engagement in online schools. Teachers struggle to understand and actualise online engagements because these environments lack the social cues and social support embedded in physical classrooms. The purpose of the study was to investigate how teachers actualised the dimensions of engagement in online classrooms, focusing on the dimensions used and how they promoted engagement. The Online Engagement Framework for Higher Education, which defines engagement in five dimensions (cognitive, behavioural, emotional, social, collaborative), provided the analysis framework. A qualitative case study approach was adopted using interpretivism. Data were collected and thematically analysed from six South African online schoolteachers through interviews and documents. Findings revealed that all five dimensions were evident, but cognitive engagement was most prominent, supported by behavioural engagement. Emotional, social, and collaborative dimensions appeared less frequently. Teachers often struggled to distinguish between emotional/behavioural and social/collaborative dimensions. Teaching strategies emerged as the most frequently used approach to foster engagement. Multimedia learning and the development of relationships also helped engage learners. The uses demonstrated the versatility and nuances of engagement in online classrooms. However, teachers relied heavily on traditional pedagogies rather than online-specific approaches. The study contributes to the literature on engagement in online schooling, particularly in South African contexts. Future research should include learner perspectives and employ longitudinal mixed-methods. The study revealed that current online engagement practices remain grounded in established practices, with online affordances not yet fully utilised.
Mobile learning through group-guided reading to support LoLT transition in Grade 4
Baloyi, Kgomotso Miranda (University of Pretoria, 2026-11-06)
The South African language policy grants every learner the right to receive education in the official language of their choice in public schools. However, the transition from mother tongue instruction to English in Grade 4 poses significant challenges for learners regarding reading proficiency. This qualitative intervention study investigated how mobile learning can be integrated to teach reading and support the English First Additional Language (EFAL) reading transition through a Group-Guided Reading (GGR) strategy. The research site was a primary school in the North West Province. The interpretive paradigm underpinned the research design of the intervention study. A purposive sample of one English teacher and 50 Grade 4 learners participated in the research. The participants used mobile learning devices and applications in the GGR EFAL activities in the classroom. The data for the study consisted of audio recordings of the observation lessons in the EFAL classroom as well as interviews with the teacher and learners. ATLAS.ti supported the analysis process. The theoretical framework of this study is the Technological Pedagogical and Content Knowledge (TPACK) framework. An analysis on the hand of the TPACK of the teachers’ and learners' interactions with mobile devices and applications provided insight into the participants' experiences with mobile learning and its impact on reading in the teaching and learning process. The findings indicated that LoLT transition of Grade 4 learners was supported by the GGR mobile learning intervention. Key Terms: ATLAS.ti English First Additional Language (EFAL), Group-Guided Reading (GGR), Language of Learning and Teaching (LoLT), Mobile applications, Mobile devices, Mobile learning, Transition.
Experiences and perceptions of pre-service teachers’ digital competencies in a gamified e-learning module
Maleka, Mathlatsi P (University of Pretoria, 2025)
This study explored the perceptions and experiences of pre-service teachers regarding gamification when used as a pedagogical methodology within a higher education context. The purpose of the study was to investigate how the integration of gamification in an e-learning module influences students’ attitudes towards technology and contributes to the development of digital competence. Employing a qualitative case study approach, data was collected from pre-service teachers through a series of reflective journals, an online survey, and an assignment submitted in the form of a WebQuest. The journal reflections captured how the pre-service teachers’ experiences, thoughts, and ideas about the use of gamification evolved throughout the course of the module, while survey data offered insights into the perception of gamification and the development of digital competence. The WebQuest assignments were evaluated to assess how pre-service teachers would use technology and digital tools in their future classrooms in an innovative and creative way. The study was framed within the Professional Development Framework for Digital Learning, which outlines key competencies for educators in the digital age. The findings revealed that pre-service teachers generally perceived gamification in an e-learning module as a valuable tool for engagement, motivation and collaboration. However, challenges such as varying levels of digital literacy, technical proficiency and resistance to game-based strategies were noted. The study further highlighted the evolution of pre-service teachers’ perspectives, with many expressing increased confidence and readiness to implement technology-driven approaches in their future classrooms.
Using stories to promote learner-learner engagement during small group discussions in life sciences classrooms
Pretorius, Schalk J. (University of Pretoria, 2025-08)
Learner-learner talk and engagement during small group discussions in Life Sciences classrooms remain a persistent challenge. While research advocates for verbal questioning as a prompt to foster engagement, the use of stories has not been explored, at least in the South African Life Sciences classrooms. Grounded in socio-cultural theory and individual cognition, this study explored the use of stories as prompts to foster talk and learner-learner engagement during small group discussions in Life Sciences classrooms. A conceptual framework constructed from various concepts, including talk types and domains of engagement, was developed and used as an analytical lens. A qualitative case study design was employed. Twenty-four Grade 10 learners were divided into four groups and given stories with guiding questions to prompt talk. Data were collected through audio recordings of the learners’ discussions, open-ended questionnaires, and group interviews to understand talk, engagement, and learners’ experiences. While the questionnaires and interview transcripts were analysed deductively using the established framework, the transcripts from small group discussions were analysed to map the talk moves that learners used as well as the resulting domain of engagement. Findings indicate that the discussions exhibited social and cognitive engagement, especially when exploratory and cumulative talk were used. It was also found that learners experienced the discussions positively, citing cognitive and social gains. The study concludes that stories as prompts can foster learner talk and engagement in Life Sciences. Recommendations for teacher professional development and future studies are highlighted based on these findings.
Enhancing Eduman adoption through insights from user self-reports on the Technology Acceptance Model determinants
Fredericks , Daylon (University of Pretoria, 2025-12)
This study examined the acceptance and use of Eduman in South African high schools. The objective of this study was to identify the determinants influencing Eduman’s acceptance and use and to propose modifications to enhance its use. Using the Technology Acceptance Model 3 (TAM3), this study explored key constructs such as Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and the determinants of both constructs in the educational context. The study employed a mixed-methods explanatory sequential design, and data were collected through a survey (n = 42) and semi-structured interviews (n = 8) based on TAM3. The findings revealed that job relevance (REL) and output quality (OUT) emerged as key determinants of PU, and computer self-efficacy (CSE) and perceived enjoyment (ENJ) were identified as key determinants of PEOU. High Behaviour Intention (BI) did not always translate into use behaviour (USE), as additional factors, such as technical issues, lack of training, and a sense of obligation, moderated usage. Qualitative insights confirmed the importance of targeted training, improved organisational support, and stakeholder engagement. Participants emphasised the need for user involvement in system design and integration into other platforms to improve usability and relevance. Based on the results, the study concludes that users generally perceived Eduman as useful and easy to use, but addressing organisational, technical, and capacity-related barriers would be critical to bridging the gap between intention and actual use, as predicted by the TAM3 framework. Recommendations include targeted training programmes, improved technical support, and stronger stakeholder collaboration to bridge the gap between intention and actual use.
Re-designing the Lesotho Higher Education Accreditation instrument for colleges
Moima, Maseitlheko Bernadett (University of Pretoria, 2025-09)
Quality assurance and accreditation frameworks in higher education face scrutiny for their inability to accommodate the diverse needs of stakeholders due to a one-size-fits-all approach. African frameworks additionally struggle to balance practicality, comprehensiveness, and relevance. Lesotho's stakeholder-driven approach, although commendable, is supported by minimal research and does not adequately accommodate the unique position of colleges. Through an evaluation of stakeholders' experiences, this study adapted an existing accreditation instrument and contextualised it to the Lesotho resource-constrained colleges' environment. Stufflebeam's CIPP Model, due to its flexibility and comprehensive nature, accommodated multiple perspectives, qualitative methods, and triangulation procedures, enabling the interpretation of varied information. Following a constructivist paradigm, a multiple-case study design was used involving three colleges and the Council on Higher Education (CHE). Purposive and snowball sampling techniques were employed to select colleges and participants. The sample included a CHE accreditation officer, two members of management, a quality assurance officer and four to five academic and administrative staff from each college. Phase one of the study focused on evaluating stakeholders' experiences, and phase two on redesigning, validating and peer-reviewing the accreditation instrument. Data were collected through focus groups and semi-structured interviews. The research highlights the significance of quality assurance in fostering a quality culture. This study underscores the roles of accreditation in meeting standards, and in supporting accountability, compliance and improvement. Making accreditation relevant, evidence-based and transformative is essential for particular contexts, as in this case with colleges. Most importantly, participants indicated that the primary goal of accreditation should be to transform student learning. The study contributes to filling the gap in Lesotho’s limited research output, particularly on quality assurance in colleges. It illustrates the contextualisation of accreditation standards in resource-constrained environments and showcases initiatives that can strengthen internal systems. Moreover, to address emerging trends such as online and e-learning, the instrument's modular approach lays the foundation for Lesotho to review its systems and frameworks.
Teachers' attitudes towards the use of ICTs for teaching business studies in Soshanguve secondary schools
Mngadi, Sifiso (University of Pretoria, 2024-11)
Technology is always evolving, and these advancements have a variety of effects on social life. As technology advances, new demands in the teaching and learning environments arise, prompting teachers to make active use of technology. With a particular focus on two schools in Gauteng, Soshanguve, this qualitative study explored the attitudes of teachers towards the use of Information and Communication Technology (ICT) in Business Studies classrooms. The study involves five schools in Soshanguve, all the schools have laptops and smartboards for Business Studies learning. The aim of this study was to comprehend how teachers see and make use of these technological tools. The study investigated the variables influencing teachers' acceptance and use of ICT tools in their teaching methods, with a focus on the Technology Acceptance Model (TAM). Using a qualitative approach, information was gathered via observations and semi-structured interviews with teachers to learn more about their attitudes, experiences and problems integrating ICT into Business Studies instruction. This study fills a significant vacuum in the literature on the use of ICT in underfunded educational environments by concentrating on township schools. The findings showed that, while Business Studies teachers recognised the benefits of ICTs, they prefer conventional teaching techniques and use ICTs primarily as additional tools. Teachers were wary of technology owing to worries about diversions, technical challenges, and uneven access to resources. They observed that ICTs need additional planning and time, which leads to hesitation in complete integration.
Life Sciences teachers’ use of talk moves to provide opportunities for meaning-making
Nkomo, Ngetheni (University of Pretoria, 2025-04)
Research has established the significance of learners making meaning of science concepts, especially during classroom interactions. These interactions are driven in part by teacher talk moves as pedagogical tools. However, talk moves and their usefulness in meaning-making have not been established in the South African context for the topic of population ecology in Life Sciences. Drawing from the socio-cultural theory as the main theoretical framework, the purpose of this study was to investigate how Grade 11 Life Sciences teachers use talk moves to provide learners with meaning-making opportunities when teaching the topic of population ecology, and the factors that influence this process. A conceptual framework with various constructs characterising teacher talk moves and teacher cognition was established to underpin the study. Using a qualitative multiple case-study design, three teachers were sampled as participants. Audio recordings of lessons and Stimulated Recall Interviews were used as data sources. The teaching transcripts were analysed using Analysing Talk Moves, Teacher Discursive Moves, and Analysing Student Talk frameworks. The Stimulated Recall Interviews were analysed using both narrative analysis and analysis of narratives. Findings show that teachers use a variety of talk moves to initiate interactions and specific rejoinders, such as challenging and clarifying moves, to provide learners with meaning-making opportunities. However, there were several instances where meaning-making opportunities were missed. Factors that influenced the teachers’ use of talk moves include their cognition, time, and school context. These findings are discussed in light of the existing literature. This study offers insight into how population ecology can be made accessible for learners and highlights the need for professional teacher training in the use of talk moves.
Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits
Maponya, Crouse Ramapulana (University of Pretoria, 2025-06)
This study investigated PCK revealed in natural sciences textbooks and its impact on teachers' enacted PCK when teaching electric circuits to Grade Nine learners. Four natural sciences teachers from public rural schools in Sekhukhune East District in Limpopo Province were conveniently and purposively sampled to participate in a qualitative case study, guided by an interpretive paradigm. Textbook data was collected from the three textbooks that the teachers used. Observations and interviews were used to gather data on teachers enacted PCK. The refined consensus model (RCM) of PCK was used as a conceptual framework to investigate collective PCK in textbooks and teachers enacted PCK. PCK was conceptualised using the components of knowledge related to: i) curricular saliency; ii) learners' understanding of science; and iii) conceptual teaching strategies including representations. Guided by the RCM and using PCK components, two rubrics were developed with a four-point scale to analyse the quality of textbooks and teachers' enacted PCK, respectively. The findings indicate that the PCK revealed in natural sciences textbooks influenced teachers' enacted PCK, particularly in terms of the component of curricular saliency and conceptual teaching strategies, including representations. This influence can be attributed to the quality of PCK revealed in textbooks. It can be concluded that the textbook afforded teachers the opportunity to develop their enacted PCK and influenced their teaching of electric circuits. However, not all the teachers utilised the opportunities afforded by the textbooks. It is recommended that professional development programmes train teachers on the affordances and constraints of textbooks.
Gender differences in reading and listening comprehension of South African primary school English language learners
Thibedi, Tshepiso Promise (University of Pretoria, 2024-10-04)
This study examines the relationship between reading comprehension (RC) and listening comprehension (LC) of Grade 4 Sesotho home language (HL) learners in English while examining gender differences in these two comprehension skills. English serves as the Language of Learning and Teaching (LoLT) in many South African schools, leading to a transition for learners to study all subjects in English from Grade 4. The Simple View of Reading model, which posits that language is essential for the success of RC and LC, was employed as the theoretical framework. This study is based on the post-positivism paradigm, uses a cross-sectional quantitative approach, and is deductive in nature. The study sample comprised 84 male (n = 38) and female (n = 46) Grade 4 Sesotho HL learners in two schools in the Gauteng province. Data was collected using the Annual National Assessments chosen for their validity and reliability in assessing learners. The Spearman correlation and the Mann-Whitney tests were utilised, and they indicated a significant positive correlation between RC and LC. At the same time, gender differences in RC and LC were found to be statistically insignificant. The research has revealed a gap in existing literature as there are no prior studies on the relationship between RC and LC of Grade 4 South African Sesotho HL learners and the role that gender plays in this relationship. Future recommendations include conducting longitudinal studies on the RC and LC development of Grade 4 Sesotho HL learners to establish causation, which will help to understand the underlying factors that impact comprehension skills over time.
Grade 4 reading comprehension achievement for isiZulu-speaking learners : comparing mother-tongue and English outcomes
Sikhosana, Indy (University of Pretoria, 2024-12)
This study examined factors potentially linked with the reading achievement of South African Grade 4 isiZulu-speaking learners who wrote the Progress in International Reading Literacy Study (PIRLS) 2021 assessment in isiZulu or English. The PIRLS cycles have consistently reported a literacy crisis in South Africa because learners' reading achievement scores fall significantly below the international set mean score, and the achievement for those writing in an African language is meagre. The current study examined factors that may be associated with reading achievement for isiZulu learners who wrote in their mother tongue compared to those who did not. Exploring why isiZulu learners have higher achievement when they write in English rather than their mother tongue is crucial in supporting the teaching and learning of African languages. Two theories, social interaction from Vygotsky and availability of resources from Bourdieu were integrated to develop a conceptual framework to underpin the variables selected for the current study. This study took the form of a secondary data analysis, analysing data from the PIRLS 2021 datasets. Descriptive statistics and regression analysis were calculated to ascertain whether there is an association between the factors investigated and the isiZulu learners' reading literacy achievement. The research results revealed that isiZulu learners who were assessed in English, performed significantly better in reading comprehension than isiZulu learners who were assessed in their mother tongue or another African language. Learners reading achievement was significantly associated with their home and school socio-economic status. The gender of the child was another crucial factor as isiZulu learners (boys) performed significantly lower than isiZulu girls. The study recommends enhancing the quality of teaching and learning in isiZulu so that learners can benefit from learning in their mother tongue.
Euclidean geometry learning opportunity in Further Education and Training mathematics textbooks
Zhou, Tinevimbo (University of Pretoria, 2024-12-18)
ABSTRACT Euclidean geometry has been highlighted as a topic in mathematics that presents challenges to many secondary school students. Since teachers and students rely on textbooks for teaching and learning, the students' challenges could be linked to poor opportunities to learn Euclidean geometry in the textbooks. This study investigated the opportunities to learn Euclidean geometry in secondary school mathematics textbooks. In particular, the study examined the extent to which the content of Euclidean geometry addresses the Curriculum and Assessment Policy Statements content for Grades 10-12. It also investigated the Euclidean geometry learning opportunities included in tasks regarding the nature of tasks and levels of geometric thinking. In addition, the study examined the nature of tasks and the levels of geometric thinking of the tasks in the textbooks. Lastly, it examined the Euclidean geometry learning opportunities in the textbook tasks regarding the forms of representation, contextual features and forms of answers. The study employed a qualitative case study research approach where textbook content analysis technique was used to collect data from three purposefully selected textbook series. All the Euclidean geometry tasks in the three textbook series were analysed using a 6D analytical framework. The dimensions of the textbook tasks analysis were content coverage, type of required mathematical activity, geometric thinking levels involved, forms of representation, contextual features, and the answer forms. The findings of the study indicated that the textbooks do not provide sufficient Euclidean geometry learning opportunities. The content coverage in the textbooks did not align with the prescribed curriculum document, as they did not completely address Euclidean geometry as prescribed in the curriculum. The analysis also revealed that the tasks do not have diverse types, the types of tasks in textbooks are dominated by one mathematical activity (calculation and operation), one geometric thinking level (informal deduction), one representation form (combined form), one context type (non-application) and one answer form (closed answer). Tasks focusing on representation and modelling, interpretation, visual, analytical and rigour, visual form, pure mathematical form, application tasks and open-ended type tasks were found to be rare. The findings have important implications for textbook writers to use the different types of textbook tasks to provide students with better Euclidean geometry learning opportunities. Teachers may need to supplement the textbook with additional resources that offer opportunities for students to engage with Euclidean geometry concepts. Keywords: Answer forms, content coverage, contextual forms, Euclidean geometry, geometric thinking levels, mathematics textbooks, nature of tasks, Opportunity to Learn, representation form, Tasks
Developing and validating a vocational classroom-based assessment questionnaire for the vocational food and nutrition teachers
Setlalekgosi, Mpho (University of Pretoria, 2024-12)
Food and Nutrition (FN) as a vocational subject has been taught in schools for a prolonged time to prepare learners for the practical world. Despite teaching FN in schools, teachers have been challenged with classroom-based assessment (CBA) in this subject and this has been found to affect learners’ academic performance. Teachers struggle to align their assessment practices to standards and lack tools that can help measure their own assessment in their classrooms for improvement and communicating their need for support. This study therefore developed the Vocational FN CBA questionnaire that teachers will use in their classrooms to measure and improve their assessment. The study adopted Yusop’s Classroom Assessment Practices (CAP) in Technical and Vocational Education and Training (TVET) as the conceptual framework. The CAP in TVET is a multipartite structure that was built from findings of literature reviews of various studies. The framework identified variables useful in developing vocational skills and linked them with CBA components. The variables in the CAP in TVET framework were important in guiding the development of the Vocational FN CBA questionnaire. The current study employed an exploratory sequential mixed methods design. The qualitative phase was exploratory and used for developing the questionnaire. The quantitative phase was used for validation of the developed instrument. Qualitative data was collected using individual in-depth interview, cognitive interviews and focus group interview (FGI) evaluation with FN teachers in Botswana secondary schools who were purposively selected. The questionnaire items were developed with help from panel members, revised and pre tested. Thereafter, the results were analysed and adapted, and the final survey was administered and evaluated using the Rasch Measurement Model (RMM). The findings of the study revealed gaps that exist between teachers’ knowledge and CBA practices. Teachers uncovered main characteristics of the FN CBA that helped in developing the questionnaire. The scale validation evaluated the reliability and validity of the FN CBA questionnaire. The questionnaire is a tool that will be useful in vocational teaching, learning settings as well as be modified and further validated to suit the broader educational community. The feedback from the questionnaire can help teachers and educators improve their assessment practices and consequently learners’ skills acquisition.
Mathematics teachers’ reflective practices within the Lesson Study context
Maphanga, Dumisani Simon (University of Pretoria, 2024-11)
The ability of teachers to reflect upon teaching and learning processes has become the key factor for professional development (PD) in recent times. In my qualitative case study research, situated within the interpretivist paradigm, I explored Mathematics. Teachers’ Reflective Practices within the Lesson Study (LS) setting. Six teachers who constituted an LS team were purposively and conveniently selected based on their experience using LS in their school and being willing and accessible to participate in my study, respectively. My study was guided by two theoretical lenses: Social Constructivist Theory (SCT) and Gibbs’ Reflective Cycle. Data were collected through lesson observation, document analysis and semi-structured interviews to answer the primary research question: How do mathematics teachers acquire learning through post-lesson reflection in LS? The following main findings were revealed: (a) teachers follow a structural format of doing reflections; (b) teachers reflect on pedagogical and content knowledge as part of their learning experiences; (c) teachers conduct post lesson reflection based on the observation tool to gauge the achievement of the lesson objectives; (d) teachers benefit in doing post-lesson reflection regarding how learners respond to different teaching methods which leads to their understanding of the mathematics concepts and lesson improvement; and (e) although teachers demonstrated a fair understanding of conducting reflection, there were hindrances regarding the quality of their reflections which lacked mathematical rigour. I propose a modified LS model with an easy-to-follow reflective cycle to enhance structured and focused reflection.

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