Experiences and perceptions of educators working in low-quintile primary schools of the challenges faced by children with learning barriers
- Authors: Marais, Ulleta Catherine
- Date: 2025-04
- Subjects: Learning -- South Africa , Cognitive learning , Teaching -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/74710 , vital:79798
- Description: Children experiencing learning barriers often do not make appropriate progress in school, particularly in primary skill areas. Their issues may be limited to a single school subject or may be evident across the entire academic curriculum. Learning barriers are a phenomenon that affects many children in South Africa, and children with learning barriers often experience several challenges, including victimisation, social rejection, and inadequate resources to address their needs. Despite developments in legislation and public awareness around learning barriers, minimal research in South Africa emphasises that these children and individuals still experience various challenges. This research sought to gain understanding of the challenges of children with learning barriers in Kariega, Eastern Cape. To ensure a robust and comprehensive understanding, this study utilised Bronfenbrenner's ecological systems theory as a conceptual framework. This theory focuses on various complex but interactive systems contributing to a child's development, providing a holistic view of the issue. A qualitative research approach was used in the study to explore and understand the meanings participants attached to the problems they were experiencing. This flexible approach allowed participants to provide detailed explanations, leading to the collection of comprehensive data due to its inductive nature. An explorative-descriptive design was used to explore a new topic or a subject with limited or no existing information. The descriptive aspect was important as it helps to describe the phenomenon, which is commonly applied in social science studies. aimed to understand the experiences and perceptions of educators working in low-quintile primary schools regarding the challenges faced by children with learning barriers. The population of this research study consisted of educators in primary schools focusing on quintiles one, two, and three in Kariega, Eastern Cape, specifically concentrating on the intermediate phase, grades 4 to 6. The non-probability sampling technique used was purposive sampling, which was the most appropriate for the study. Individual, indepth, semi-structured interviews were conducted with fifteen educators and one learner support agent from low-quintile primary schools until data saturation was reached. The data collected was analysed using thematic data analysis. The research process was underpinned by a commitment to ethical considerations, including voluntary participation, informed consent, no violation of privacy, anonymity, confidentiality, Appreciation, and avoidance of harm, to ensure the integrity and trustworthiness of the study. The study explored the multifaceted challenges faced by children with learning barriers in low-quintile primary schools and it highlighted how interconnected systems influenced educational outcomes: family dynamics and peer relationships directly impacted learning, while the interaction between home and school underscored the need for stronger collaboration. Systemic issues such as inadequate resources and support services and societal attitudes and cultural norms further shaped responses to learning barriers. A holistic and collaborative approach involving social development professionals, educators, caregivers, healthcare providers, and community organizations was deemed a necessity to address these challenges effectively and help learners reach their full potential. , Thesis (MSW) -- Faculty of Health Sciences, School of Behavioural & Lifestyle Sciences, 2025
- Full Text:
- Date Issued: 2025-04
- Authors: Marais, Ulleta Catherine
- Date: 2025-04
- Subjects: Learning -- South Africa , Cognitive learning , Teaching -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/74710 , vital:79798
- Description: Children experiencing learning barriers often do not make appropriate progress in school, particularly in primary skill areas. Their issues may be limited to a single school subject or may be evident across the entire academic curriculum. Learning barriers are a phenomenon that affects many children in South Africa, and children with learning barriers often experience several challenges, including victimisation, social rejection, and inadequate resources to address their needs. Despite developments in legislation and public awareness around learning barriers, minimal research in South Africa emphasises that these children and individuals still experience various challenges. This research sought to gain understanding of the challenges of children with learning barriers in Kariega, Eastern Cape. To ensure a robust and comprehensive understanding, this study utilised Bronfenbrenner's ecological systems theory as a conceptual framework. This theory focuses on various complex but interactive systems contributing to a child's development, providing a holistic view of the issue. A qualitative research approach was used in the study to explore and understand the meanings participants attached to the problems they were experiencing. This flexible approach allowed participants to provide detailed explanations, leading to the collection of comprehensive data due to its inductive nature. An explorative-descriptive design was used to explore a new topic or a subject with limited or no existing information. The descriptive aspect was important as it helps to describe the phenomenon, which is commonly applied in social science studies. aimed to understand the experiences and perceptions of educators working in low-quintile primary schools regarding the challenges faced by children with learning barriers. The population of this research study consisted of educators in primary schools focusing on quintiles one, two, and three in Kariega, Eastern Cape, specifically concentrating on the intermediate phase, grades 4 to 6. The non-probability sampling technique used was purposive sampling, which was the most appropriate for the study. Individual, indepth, semi-structured interviews were conducted with fifteen educators and one learner support agent from low-quintile primary schools until data saturation was reached. The data collected was analysed using thematic data analysis. The research process was underpinned by a commitment to ethical considerations, including voluntary participation, informed consent, no violation of privacy, anonymity, confidentiality, Appreciation, and avoidance of harm, to ensure the integrity and trustworthiness of the study. The study explored the multifaceted challenges faced by children with learning barriers in low-quintile primary schools and it highlighted how interconnected systems influenced educational outcomes: family dynamics and peer relationships directly impacted learning, while the interaction between home and school underscored the need for stronger collaboration. Systemic issues such as inadequate resources and support services and societal attitudes and cultural norms further shaped responses to learning barriers. A holistic and collaborative approach involving social development professionals, educators, caregivers, healthcare providers, and community organizations was deemed a necessity to address these challenges effectively and help learners reach their full potential. , Thesis (MSW) -- Faculty of Health Sciences, School of Behavioural & Lifestyle Sciences, 2025
- Full Text:
- Date Issued: 2025-04
Academic performance and cognitive critical thinking skills of certificate in theory of accounting students at Nelson Mandela University
- Authors: Pienaar, Joné
- Date: 2019
- Subjects: Academic achievement , Thought and thinking , Cognitive learning , Educational tests and measurements , Academic achievement -- South Africa -- Port Elizabeth -- Evaluation
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/43196 , vital:36759
- Description: With advances in computerisation, the skills that accountants need to remain relevant in an ever-changing world deserves consideration. Literature indicates that “critical thinking skills” form part of the required skill set. However, the development and assessment of critical thinking skills in the accounting curriculum has not received sufficient attention. This study focuses on evaluating the assessment of accounting students’ critical thinking skills, specifically those aspiring to be CAs (SA), who are in their final year of university education. The primary objective of this study is to establish whether a relationship exists between cognitive critical thinking skills and academic performance of CTA students at Nelson Mandela University. The research followed a positivistic mixed method research methodology. Using the Watson-Glaser Critical Thinking Appraisal (W-GCTA), the cognitive critical thinking ability of the sample (CTA students (n=60)) was determined and compared to their academic performance using various statistical techniques. Since the proxy for academic performance was the final marks of which the year-end examination forms a very large component, the examiners of each of the modules comprising the CTA programme also completed a questionnaire wherein they indicated the critical thinking skills assessed, and the assessment characteristics used in the examination papers. The results indicate that a relationship exists between cognitive critical thinking skills and academic performance of the sample in three of the four modules of the CTA programme: Accounting, Taxation and Estate Planning and Management Accounting. The questionnaire feedback indicates that cognitive critical thinking skills were assessed in the CTA programme to some extent, but that focus was placed on skills not assessed by the W-GCTA.
- Full Text:
- Date Issued: 2019
- Authors: Pienaar, Joné
- Date: 2019
- Subjects: Academic achievement , Thought and thinking , Cognitive learning , Educational tests and measurements , Academic achievement -- South Africa -- Port Elizabeth -- Evaluation
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/43196 , vital:36759
- Description: With advances in computerisation, the skills that accountants need to remain relevant in an ever-changing world deserves consideration. Literature indicates that “critical thinking skills” form part of the required skill set. However, the development and assessment of critical thinking skills in the accounting curriculum has not received sufficient attention. This study focuses on evaluating the assessment of accounting students’ critical thinking skills, specifically those aspiring to be CAs (SA), who are in their final year of university education. The primary objective of this study is to establish whether a relationship exists between cognitive critical thinking skills and academic performance of CTA students at Nelson Mandela University. The research followed a positivistic mixed method research methodology. Using the Watson-Glaser Critical Thinking Appraisal (W-GCTA), the cognitive critical thinking ability of the sample (CTA students (n=60)) was determined and compared to their academic performance using various statistical techniques. Since the proxy for academic performance was the final marks of which the year-end examination forms a very large component, the examiners of each of the modules comprising the CTA programme also completed a questionnaire wherein they indicated the critical thinking skills assessed, and the assessment characteristics used in the examination papers. The results indicate that a relationship exists between cognitive critical thinking skills and academic performance of the sample in three of the four modules of the CTA programme: Accounting, Taxation and Estate Planning and Management Accounting. The questionnaire feedback indicates that cognitive critical thinking skills were assessed in the CTA programme to some extent, but that focus was placed on skills not assessed by the W-GCTA.
- Full Text:
- Date Issued: 2019
Brain-based learning and music education
- Authors: Viljoen, Jacobus Frederick
- Date: 2016
- Subjects: Music -- Instruction and study , Cognitive learning , Music teachers
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: http://hdl.handle.net/10948/7359 , vital:21336
- Description: In the theoretical framework he highlights further implications of the Brain-based theory, which are (1) the importance of early development in children, (2) the importance of attention in class, (3) the inclusion of physical education in the learning process and (4) the value of an enriched learning environment. Furthermore, the researcher explores the types of stress found in the ordinary classroom as well as specific types of stress habitual to the music classroom, while also presenting possible solutions to these types of stress using the Brain-based learning theory. In chapter four, the researcher draws on the theoretical framework presented in the study to devise a Brain-based model for the music class. The study concludes with a summary of the literature and a brief concluding statement to music educators.
- Full Text:
- Date Issued: 2016
- Authors: Viljoen, Jacobus Frederick
- Date: 2016
- Subjects: Music -- Instruction and study , Cognitive learning , Music teachers
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: http://hdl.handle.net/10948/7359 , vital:21336
- Description: In the theoretical framework he highlights further implications of the Brain-based theory, which are (1) the importance of early development in children, (2) the importance of attention in class, (3) the inclusion of physical education in the learning process and (4) the value of an enriched learning environment. Furthermore, the researcher explores the types of stress found in the ordinary classroom as well as specific types of stress habitual to the music classroom, while also presenting possible solutions to these types of stress using the Brain-based learning theory. In chapter four, the researcher draws on the theoretical framework presented in the study to devise a Brain-based model for the music class. The study concludes with a summary of the literature and a brief concluding statement to music educators.
- Full Text:
- Date Issued: 2016
A comparison of Grade 10 Mathematics classroom-based test items and the end-of-year national examinations, using Stein's framework of cognitive demands : a Namibian case study
- Authors: Ihonya, Saima Namupa
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena , Educational tests and measurements -- Namibia -- Ohangwena , Cognitive learning , Critical thinking , Examinations -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2032 , http://hdl.handle.net/10962/d1017343
- Description: This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
- Full Text:
- Date Issued: 2015
- Authors: Ihonya, Saima Namupa
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena , Educational tests and measurements -- Namibia -- Ohangwena , Cognitive learning , Critical thinking , Examinations -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2032 , http://hdl.handle.net/10962/d1017343
- Description: This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
- Full Text:
- Date Issued: 2015
An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
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