Walter Sisulu University
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Factors impeding African immigrant entrepreneurs’ progression in selected small and medium enterprises: Evidence from a local municipality in South Africa
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Teaching Experiences in Overcrowded classes in Secondary Schools of one education district in South Africa
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Stressful Experiences of Primary School Teachers in One Education District: A South African Case Study
Get PDFABSTRACT This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom
Acute toxicity study and prevention of Nω-nitro-L-arginine methyl ester-induced hypertension by Osteopermum imbricatum
Get PDFPurpose:To determine the phytochemical content, toxicity and hypertension prevention effects of Osteospermum imbricatum leaf and root extracts.Methods:Phytochemical screening of leaf and root extracts of O. imbricatum was performed by colorimetric procedure. Acute toxicity of leaf and root extracts was conductedin two phases; phase I consisted of three groups of mice (n = 3) for each dose level of 10, 100 and 1000 mg/kg while phase II had three mice that received 1600, 2900 or 5000 mg/kg. Wistar rats were grouped into 7 groups that were co-treated with L-NAME and normal saline or L-NAME and hydroethanolic leaf extract (150 and 300 mg/kg) or L-NAME and hydroethanolic root extract (150 and 300 mg/kg) or L-NAME and amlodipine (5 mg/kg) or normal saline only for 4 weeks. Treatment was carried out via the oral route while blood pressure was measured weeklyfor 4 weeks by non-invasive tail cuff method.Results:The phytochemical profile of the leaf and root extracts revealed the presence of phenols, terpenoids, flavonoids, glycosides, tannins, steroids and saponins. Both the leaf and root extracts were toxic at 5000 mg/kg with an LD50of 3807.89 mg/kg. In the fourth week of the study, only the leaf extract significantly (p less 0.01) prevented the progression of L-NAME induced hypertension; systolic and diastolic blood pressure of the group treated with L-NAME and leaf extract (300 mg/kg) were 183 ± 1 and 140 ± 1 mmHg, respectively, compared to the group that was treated with L-NAME and normal saline which produced systolic and diastolic BP values of 213 ± 3 and 172 ± 4 mmHg, respectively. The extracts, especially OIR300, exhibited diuretic effects in the second and third week of study by promoting excretion of 16 and 19 ml urine, respectively, compared to 11 and 14 ml for LN group.Conclusion:The results suggest that O. imbricatum is moderately toxic at a high dose and contains a wide range of phytochemicals which offer partial protection against the development of nitric oxide deficiency hypertension
Challenges to effective Foundation Phase Teaching of Mathematics in The Libode Education District, Eastern Cape, South Africa
Get PDFMathematics is an important learning area in the foundation phase. For effective learning and teaching of Mathematics, the foundation phase needs urgent attention. Rural area schools are often neglected by the government despite evidence that there are many challenges that hinder foundation phase teachers from implementing effective learning and teaching of Mathematics. This study investigated the prevailing challenges that affect learning and teaching of Mathematics, especially in the identified rural schools of the Libode Education District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of a main research question: What are the challenges to effective foundation phase learning and teaching of Mathematics in the rural schools of the Libode District? The subsidiary questions were derived from the above main research question. Three Junior Secondary Schools were selected from the population of schools in the Libode District of Education. The study made use of a case study design, purposive sampling of foundation phase teachers. Purposive sampling was used because the researcher was aware that the participants were teaching in the foundation phase. Data collected through interviews and observations were thematically analysed. Findings obtained include lack of teaching and learning materials and support for SMTs and parents; inadequate professional development and poor infrastructure. Key-words: Learning area, Mathematics, teachers, rural, challenges, learners, foundation phase
Perceptions of school based support teams about providing support to Foundation Phase Teachers in two Butterworth Primary Schools, Eastern Cape
Get PDFThe policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigm to explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the School-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made
