Philosophiae Doctor - PhD (Education)

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    Exploring translingual assessment for learning in multilingual grade 10 afrikaans home language classes
    (University of the Western Cape, 2023) August, Chantelle Melanie; Mbeyani, Madeyandile
    Multilingualism is globally inevitable, yet learners are still subjected to monolingual English and Afrikaans assessment practices. Despite South African policies advocating for multilingualism, monolingual ideologies are still hindering education in South African public schools (Makalela, 2017). This context prompted this study to investigate meaningful ways in, which multilingualism can be used as an intervention strategy for teaching and assessment. The study was conducted within the qualitative research paradigm and adopts a formative intervention case study that is underpinned by the Cultural Historical Activity Theory (CHAT). This case study draws on Sen’s capability approach (CA), which advocates that a person can expand capabilities and achieve if the relevant resources are provided. Purposive sampling was employed to select participants in two Grade 10 classes in a Western Cape school. Teachers, learners, and parents were the main participants. Individual and focus group interviews, qualitative questionnaires, document analysis, and classroom observations were used to collect data. The CA and CHAT were used to analyse the data. The key findings emanating from the study show that isiXhosa learners are undeniably placed at a disadvantage in Afrikaans Home Language classes as learners’ home language is often disregarded as a resource for meaning making due to a lack of clarification on the policy
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    A capability analysis of the National Development Plan (NDP) in terms of learners’ mathematics performances in primary schools in South Africa: Lessons from African successes
    (University of the Western Cape, 2024) Soga, Mncedisi Help; Maarman, Rouaan
    Even though the study is not a comparative study some of its content reviews the South African primary schools’ mathematics learners’ capabilities towards their mathematics performances in comparison with other African equivalents in mathematics performances. It is evident according to the Trends in International Mathematics and Science Studies (TIMSS 2015) (Reddy et al., 2016:3) that some African and international learners have improved mathematics achievements and outperform South African learners in mathematics and therefore this study seeks to bring a strategy that might address these mathematics learners’ freedoms and functionings. The study forefronts primary school mathematics learners’ performances because that is where a good foundation of mathematics should be laid or start while simultaneously looking at mathematics learners’ successes and improvements without considering the quintile to which the school belongs. The study looks at possible inferences which hinder South African mathematics learners from performing to the desired levels of performance despite the country’s historical background and the coronavirus (COVID-19). According to the South African Schools’ Act (DoE, 1996) about the right to education, as one of the fundamental human rights, the study reviews the National Development Plan (NDP) (National Planning Commission, 2011) by seeking to address its relevance, potential and enabling nature in terms of mathematics learning in the South African primary schools.
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    Exploring storytelling as a pedagogy to enhance preservice life sciences teachers’ understanding of inquiry-based science education
    (Universty of the Western Cape, 2023) Van Staden, Vanessa Annabel Edwina; Langenhoven, Keith Roy
    In the Life Sciences classroom, students from diverse backgrounds do not always use formal scientific terminology to discuss their experiences and interactions in science but they rather use everyday language. This research is a participatory action study to evaluate preservice Life Sciences teachers’ use of storytelling as a pedagogy to enhance their understanding of Inquiry-Based Science Education. Using a mixed-method approach, it was underpinned by Bourdieu’s Theory of Scientific Capital, Ogunniyi’s Contiguity Argumentation Theory and Vygotsky’s Sociocultural Learning Theory. Langenhoven’s Dialogical Argumentation Instructional Model (DAIM) was employed as an intervention in the learning and teaching of a field study on river health involving fifty-four fourth-year preservice Life Sciences teachers (n = 54). Participants were subjected to pre- and posttests, data were collected through discussions, WhatsApp chats, audio recordings, questionnaires and surveys and were analysed using descriptive statistics and thematic analysis to determine the impact or otherwise of storytelling. The findings had a bearing on the conceptualisation, contextualisation and interpretation of topics in the Curriculum and Assessment Policy Statements (Life Sciences, Grade 10 - 12) from a sociocultural perspective.
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    A phenomenological investigation into the lived experiences of selected high school principals focussing on the school as a learning organisation
    (Universty of the Western Cape, 2024) Long, Keith William; Koopman, Karen
    This study explores the lived experiences of principals carrying out their strategic leadership responsibilities in leading their schools towards becoming learning organisations. The rationale of the study is to deepen our knowledge about the lived experiences of high school principals in attempting to develop their schools into learning organisations through strategic leadership. The literature review focuses on phenomenology as well as Senge’s learning organisation. This study draws on the foundational principles of Husserl’s transcendental (descriptive) phenomenology and Heidegger’s hermeneutical (interpretive) phenomenology. These two distinctly different schools of thought in phenomenology provide insight into developing an understanding of the lived experiences of the principals. The five disciplines of Senge, namely, personal mastery, shared vision, mental models, team learning, and systems thinking provide the theoretical framework of the study. These disciplines play an important part in understanding whether a school is truly a learning organisation, or on the pathway of becoming such an organisation.
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    verandering in arrykskunde in die sekondere skool: n aksienavorsingsbenadering
    (1991) Najjaar, K; Meerkotter, DA
    Hierdie mini-thesis handel hoofsaaklik oor n aksienvorsingsprojek wat gedurende 1989 by Fairmount Sekonder geloode is. Die aanvanklike doel was om die status van die vak Aardrykskunde te verhoog. Vanwee die sikliese aard van aksienavorsing, het die fokus na n ondersoek en uiteindelik n verandering van my eie klaskamerpraktyk verskuif.