http://hdl.handle.net/10500/4676 Tue, 21 May 2013 17:11:19 GMT 2013-05-21T17:11:19Z http://hdl.handle.net/10500/9466 Hazing of grade 8 boys as part of orientation programmes in South African monastic secondary schools Huysamer, Carolyn Ann Hazing is a universal practice. The process is multi-dimensional and includes both positive and negative aspects. Hazing broadly refers to the negative aspects of what newcomers experience as they integrate into a group. This study focuses on hazing during orientation programmes for Grade 8 boys in monastic secondary schools in South Africa. The problem was investigated by a literature study and a survey using a self-designed questionnaire. It was completed by a non-probability sample of 296 Grade 12 boys from three selected schools in Gauteng Province. Data measured the biographical attributes of respondents and determined their opinions of activities engaged in during the orientation programmes. Findings indicated that respondents were positive about the orientation programme which acts as an introduction into secondary school and is a means whereby traditions are transmitted. Respondents were very opposed to any injurious activity. The objectives of orientation programmes are well-grounded but when they deteriorate into hazing, they are very negatively perceived. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/10500/9466 2013-01-01T00:00:00Z http://hdl.handle.net/10500/9357 Problem-based teaching and learning in senior phase technology education in Thabo-Mofutsanyana District, Qwaqwa Mokoena, Matshidiso Maria The aim of this study is to report findings of inquiry into the role that problem-based approach can play in the teaching and learning of Technology in Thabo-Mofutsanyana District in Qwaqwa. This study followed qualitative research methods and ethnographic design informed by the researcher’s desire for the study to be conducted from firsthand knowledge generated in the research setting. The researcher interviewed Grade 9 Technology teachers and experts, observed teaching and learning in two participating and two non-participating secondary schools in Murray & Roberts Technology Olympiad and analysed Technology teachers’ lesson plans and workschedules, portfolios and files of Grade 9 Technology learners. Key findings that this study produced include: PBL is a need in the teaching of Technology; learners function at a higher level of thinking; learners treat concepts at higher and deeper level; learners become more motivated and learners are able to discover theories and make inventions. Sat, 01 Jun 2013 00:00:00 GMT http://hdl.handle.net/10500/9357 2013-06-01T00:00:00Z http://hdl.handle.net/10500/9235 Teachers' perceptions of language diversity at multicultural primary schools in Gauteng Ramlall, Preleena South Africa has eleven official languages. In this diverse context teaching is a complex issue. In the light of this statement, the aims of this study were to • ascertain teachers’ perceptions of language diversity in multicultural primary schools in Gauteng; • determine their views on the factors that impact on the acquisition of English as a second language; and • make recommendations on how teachers can best be supported to teach multicultural classes. The study adopted a quantitative approach. A questionnaire was used to gather data, which was completed by 60 teachers from three Gauteng primary schools. Significant conclusions include, that not all teachers are aware of the language policies. Most are in favour of English being taught from Grade one; believed the parents preferred their children to be educated in English, and were divided in their support of using mother tongue languages. Finally, recommendations were made, emanating from the study. Thu, 01 Nov 2012 00:00:00 GMT http://hdl.handle.net/10500/9235 2012-11-01T00:00:00Z http://hdl.handle.net/10500/8923 Grandparent-headed families' influence on the academic performance of secondary school learners in Port Elizabeth district Plaatjies, Paulsha Mary This exploratory study investigated the influence of grandparent-headed families on the academic performance of secondary school learners in Port Elizabeth education district. It draws on Family systems theory and Role Theory to allow one to understand the organizational complexity of families, as well as the interactive patterns that guide family interactions.These theories capture the essence of this study which argues that grandparent-headed family is a very important family unit that needs to be supported in order to function well and thereby giving a better parental support and guidance to those learners who are in need. The study was conducted in five secondary schools and also in fifteen grandparent-headed homes. The participants included sixteen learners, 5 Life Orientation educators and sixteen grandparents who are caregivers to these learners. The learners were interviewed at their schools, after obtaining consent from them, the school personnel, their grandparents and the Department of Education in Port Elizabeth. The educators were interviewed at their respective schools after they signed written consent. The grandparents were interviewed in a naturalistic setting, namely at their homes after they have given their written consent. Data was gathered using semi-structured open-ended interviews. Interpretive analysis was used to analyse the audio-taped data. The interviews were voluntarily and anonymity was guaranteed. Fri, 01 Mar 2013 00:00:00 GMT http://hdl.handle.net/10500/8923 2013-03-01T00:00:00Z