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Exploring how Grade 10 Biology teachers implement practical activities on food tests in Otjozondjupa Region, Namibia
Get PDFThe Namibian examiners’ reports have repeatedly reported that Biology is generally poorly performed in most schools and the topic on food tests has been identified as one of the problematic areas. My assumption is that this could be due in part to the lack of inadequate hands-on practical activities that are conducted in most schools in Namibia. In my view, for students to understand food tests and its associated concepts, they need to do hands-on practical activities. It is against this background that in this study I explored enablers and/or constraints when Grade 10 Biology teachers mediate learning of food tests using hands-on practical activities. This study is underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. For my baseline data, I used a questionnaire and I also interviewed two Grade 10 Biology teachers using semi-structured interviews. Afterwards, the two Grade 10 Biology teachers were observed while teaching the topic of food tests. The lessons were videotaped and thereafter I conducted a stimulated recall interview watching the videos with each of these teachers. Further, we also discussed and reflected as a group on the mediation of learning on food tests. I used Shulman’s Pedagogical Content Knowledge (PCK) as my theoretical framework. Within PCK, I used the five Topic-Specific Pedagogical Knowledge (TSPCK) components by Mavhunga and Rollnick as my analytical framework. A thematic approach to data analysis was employed to come up with categories, sub-themes and themes. The findings revealed that Biology teachers do not have a dedicated laboratory for conducting Biology practicals and would instead conduct them in a common laboratory that is employed for both Physical Science and Biology or in their classrooms. There are inadequate resources to complement hands-on activities and teachers lack the capacity, skills and necessary knowledge needed to deliver practical work. The two participants did not bother to do enough practical work and instead taught Biology as a very theoretical topic, which disadvantaged learners for Paper 3, which serves as an alternative to course work. The study also revealed that teachers failed to conduct Biology practicals. They claimed to be doing so, but there were few practicals/experiments being carried out in those schools. The participants stated that the issue of time to conduct practical experiments for food tests was not sufficient. They complained that the processes were exhausting and tiresome and left them drained as they ran around trying to implement the practical experiments. Furthermore, a large number of learners results in overcrowded Biology classes and makes it difficult for the teachers to control them, which affected the teachers’ ability to perform practical experiments. The participants said that the high number of learners makes it difficult for them to accommodate all students in the laboratories, and that the laboratories themselves do not accommodate many learners. The study, thus, recommends that there should be continuous professional development programmes in schools to assist Biology teachers who have challenges in doing hands-on practical activities. Additionally, improvisation in terms of field trips that deal with biological aspects such as food and chemical manufacturers and hospitals should be carried out to allow learners to gain appreciation of the practical aspects of Biology in education.Thesis (MEd) -- Faculty of Education, Education, 202
Teachers’ practice in developing visually impaired learners’ reading skills in the junior primary phase in northern Namibia
Get PDFNamibia has adopted, ratified and followed several international policies on disability and inclusive education including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). Since 2014, the Namibian education system has been working towards the implementation of the Sector Policy on Inclusive Education to promote an education system that is accessible, inclusive, equitable and of good quality (Namibia. Ministry of Education, Arts and Culture: Sector Policy on Inclusive Education, 2013). The policy aims to address barriers faced by learners with disabilities and how teachers develop ways of teaching that respond to the individual differences. Reading in a second language tends to develop more slowly by visually impaired learners, although the Junior Primary Phase syllabus promotes equal opportunity for all learners to participate in reading equally irrespective of learners’ disabilities. Teachers should understand how to teach and accommodate learners who are visually impaired and all reading materials should be fit for purpose and support these learners appropriately. Thus, this study explores how Junior Primary teachers develop visually impaired learners’ reading skills to provide accessible education to them. Learning to read is challenging for most learners, but even more for learners who are visually impaired. Learning to read braille is a complex process, far more than reading print texts. This study seeks to examine how learners are taught to read using braille in a school for visually impaired learners in Namibia, Oshana region. The motivation for this research study was twofold - firstly, my interest in the development of reading skills with visually impaired learners was aroused by my teaching experience. Secondly, due to my realisation that the area was under-researched in Namibia; I wanted to fill the existing gap in the development of reading skills in braille and print. The study critically engaged teachers to help me obtain an understanding of how they develop reading instructions with visually impaired learners and the factors that enabled the development of braille literacy and the challenges that hampered the development of reading skills. The study took the qualitative case study approach underpinned by an interpretivist orientation. Data was collected using semi-structured observation during reading lessons and focus group interviews. The Theory of Practice Architectures (ToPA) was used as a lens to analyse the promoting and constraining factors in teaching visually impaired learners reading skills. The study found that teachers used different reading methods to promote the development of reading skills such as reading aloud, tactile methods and phonics. The study further noted that teachers mostly created their own reading materials due to the lack of reading materials and reading books printed in braille. Although learners were supported during reading, the challenge of developing reading skills with visually impaired learners remains a challenge. I hope that the findings from this research study strengthen the development of reading skills in all special schools and contribute to the creation of knowledge on the development of reading skills with visually impaired learners in Namibia. As a means to further support learners who experience visual impairments, this study recommends that more formative research studies on the notion of teachers’ practice in developing reading skills with visually impaired learners should be conducted to bring about change.Thesis (MEd) -- Faculty of Education, Education, 202
Gamification technology in teaching: Exploring how mathematics teachers make use of Kahoot! Gamification to facilitate learning of probability in classrooms
Get PDFThis study seeks to examine the use of Kahoot! as a gamification technology in practice with Grade six teachers to explore its use in supporting the learning of Probability in Mathematics in rural primary schools. Purposive sampling was adopted wherein nine Grade six mathematics teachers from four rural primary schools in Amathole East district were selected as participants of the study. In addition, to inform this qualitative case study, an interpretive paradigm was adopted. Data was collected using semi-questionnaires, semi-structured interviews, non-participant observations, workshop discussions and reflective journals. The TPACK by Mishra & Koehler (2009) and Vygotsky’s (1978) socio-cultural theory were employed as the lenses through which all the proceedings of the study were based. The key findings indicate that integrating Kahoot! gamification technology, in the ‘Probability’ lesson, has positive consequences such as bringing fun into the classroom, enhancing learner participation, prompt feedback and offering a learner-driven approach to learning as opposed to the conventional teaching strategies. The findings also revealed that enabling and constraining factors are associated with using Kahoot! in teaching: the ICT infrastructure, teachers’ competency levels and the environment in which teaching and learning occurs. This study concluded that the use of Kahoot enhances the learning of probability in rural under-resourced primary schools. This study recommended the integration of Kahoot gamification into the mathematics curriculum.Thesis (MEd) -- Faculty of Education, Education, 202
An investigation of how newly appointed team leaders in an automotive manufacturing organisation experience the role transition from specialists to team leaders
Get PDFThe purpose of this study is to investigate and understand how specialists who are newly appointed team leaders in an automotive manufacturing organisation experience the transition from specialists to team leaders. The role of leading others in an organisation is linked to human resource leadership. The human resource is highlighted as a valuable resource as it is the only thinking resource in an organisation. It also influences cost and quality and it is central to the organisation's competitive advantage. Consequently, any interruptions or lack of effective management of the human resource will result in a loss of value that the human resource brings into the organisation since they maximise the use of all other resources. The role transitioning process takes place in three phases. These are the separation, transitioning and incorporation phases. In the separation phase, the transitioning individuals have difficulty detaching from their previous role; the individuals still having the urge to do the work for their subordinates instead of delegating illustrate this. In the transition phase, the individuals in the study experienced the anxiety of wanting to make the new role a success whilst experiencing a sense of lack of belonging due to not being in the familiar old role and not entrenched in the new role. In the incorporation phase, the transitioning individuals experience a sense of stability where they are comfortable acting in the new role. Problem: This study aims to answer the question of how newly appointed team leaders in an automotive manufacturing organisation experience role transition from specialists to team leaders Method: The study will be employing the qualitative thematic deductive method. The target population consists of team leaders who have transitioned into the team leader position in the past two years in different departments. The data was collected by way of face-to-face semistructured interviews with a sample size of seven participants. Data analysis was conducted with a method that is consistent with thematic analysis. 3 Key Findings: Individuals transitioning have urgencies to perform their previous roles in the early phase; during the transition phase, they have anxiety because they are not yet successful in the new role, and in the final phase, they have become comfortable with their new roles and their new identities. Implications: The study's outcome is to identify insights and resultant recommendations for non-leading specialists transitioning into roles where they have to lead others. The study will add to the research in the field of leadership behaviour and organisational behaviour.Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 202
An exploratory study on the impact of three critical incidents on SMEs within the Petroleum retail sector in South Africa
Get PDFThe purpose of this study was to investigate the impact of three critical incidents with a direct effect on Small and Medium Enterprises (SMEs) within the Petroleum retail sector in South Africa. This study assessed three specific areas: (1) the impact of fuel levy increase on Petroleum retailers, (2) explore how fuel stock-outs are experienced by the SMEs, and (3) the effects of fuel distributors' strike on SMEs in the petroleum sector in South Africa. To address the research objectives, the study employed a qualitative research approach, based on a narrative research design. Primary data was collected through semi-structured interviews conducted with six SMEs in the fuel retail business in Johannesburg. An interview guide was used. Findings highlighted that the location of fuel retail SMEs is an important determinant of how the fuel retailers are affected by these three critical incidents of fuel levy increases, stock-outs and strikes. The study found that while the fuel levy increases are felt through reduced sales volumes, the impact is not the same across fuel retailers. The study revealed that the elasticity of demand varies depending on the location for which it is elastics for those retailers in high Living Standards Measure (LSM) locations and inelastic for those located in lower LSM locations. It was found that the impact is much less for those fuel retailers located in affluent suburbs with a high LSM. In locations such as Beyers Naude and Radiokop in Northern Johannesburg with a high LSM, the demand for fuel remains constant irrespective of price increases. The locations are also less likely to be adversely affected by protest actions. Concerning SMEs’ experiences of fuel stock-outs, the study found that stock-outs impact fuel retail business operations through overhead costs that are incurred while the fuel stations are out of stock. The small margins make it impossible for fuel retailers to quickly recover, as their profitability is dependent on sales volumes, which are compromised when there are stock-outs. Fuel retailers also suffer from reduced future sales volumes due to waning customer loyalty. Finally, the study found that the occurrence of wage-related strikes is minimal due to the nature of collective agreements that are signed within the sector. However, protests actions were found to have deleterious effects on the fuel retailer situated in lower LSM locations.Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 202
Fuelwood in South Africa Revisited: Widespread Use in a Policy Vacuum
Get PDFSouth Africa has experienced massive urbanisation and socioeconomic development over the past two decades. Concomitantly, the national energy policy focuses on the provision of modern fuels, notably electricity, for domestic use. Given this policy environment and socioeconomic development, we examine pertinent literature and policies from South Africa on fuelwood use, value, and sustainability to understand how it might have changed in tandem with the national shifts in urbanisation and socioeconomic development over the last 20 years. Recent literature shows that fuelwood is still used to some extent by 96% of rural households and 69% of low-income urban ones. We also estimate that the use of fuelwood by rural households alone is valued at approximately ZAR 10.5 billion (approx. USD 700 million) annually, with the probability of an equally high value to low-income urban households. However, despite the extensive use and high value, our analysis of cognate national policies related to energy, forestry, environment, and social development, show that fuelwood and its use is hardly considered, indicating a policy vacuum. This policy vacuum means that there is no strategic or apposite support or interventions in any localised areas where fuelwood demand might exceed supply, thereby undermining the livelihoods and energy security of affected citizens, most notably the poor
Working in poverty: Informal employment of household gardeners in Eastern Cape towns, South Africa
Get PDFIn South Africa there has been relatively little consideration of the informal employment offered to domestic household workers and gardeners. Here we report on the number and profile of gardeners employed by private households and the wage and satisfaction rates in 12 towns of the Eastern Cape. Over 98% of the informal gardeners were male, middle-aged and with limited formal schooling. Approximately 58% of middle and upper income households employed a gardener, at a mean daily rate of R112.20 in 2019. This equated to 13 170 gardeners earning a total wage bill of R139 million p.a. across the 12 towns, which scales up to 0.7–1 million informal gardeners nationally earning approximately R10–14 billion per year. However, daily remuneration was insufficient to cover basic needs, and slightly more than half of the gardeners would prefer a different job, indicating the survivalist nature of the sector
Social-ecological change: insights from the Southern African Program on Ecosystem Change and Society
Get PDFSocial-ecological systems (SES) research has emerged as an important area of sustainability science, informing and supporting pressing issues of transformation towards more sustainable, just and equitable futures. To date, much SES research has been done in or from the Global North, where the challenges and contexts for supporting sustainability transformations are substantially different from the Global South. This paper synthesises emerging insights on SES dynamics that can inform actions and advance research to support sustainability transformations specifically in the southern African context. The paper draws on work linked to members of the Southern African Program on Ecosystem Change and Society (SAPECS), a leading SES research network in the region, synthesizing key insights with respect to the five core themes of SAPECS: (i) transdisciplinary and engaged research, (ii) ecosystem services and human well-being, (iii) governance institutions and management practices, (iv) spatial relationships and cross-scale connections, and (v) regime shifts, traps and transformations. For each theme, we focus on insights that are particularly novel, interesting or important in the southern African context, and reflect on key research gaps and emerging frontiers for SES research in the region going forward. Such place-based insights are important for understanding the variation in SES dynamics around the world, and are crucial for informing a context-sensitive global agenda to foster sustainability transformations at local to global scales
The effects of elevated CO2 on feeding guild responses of biological control agents of Pontederia crassipes Mart. (Pontederiaceae)
Get PDFElevated CO2 (eCO2) and rising global temperatures have the potential to alter plant-insect interactions with important implications for plant community structure and function. Previous studies on plant-insect interactions have shown that eCO2 will affect insect feeding guilds differently, impacting negatively, positively or having very little effect. The implications of this on the global invasive plant biological control programme is largely unknown. This study investigates the response of one of the world’s most invasive aquatic plants, Pontederia ( = Eichhornia) crassipes Mart. (Pontederiaceae), to predicted eCO2 conditions of 800 ppm and how this may affect the feeding response of two biological control agents representing different feeding guilds; the leaf chewing Cornops aquaticum Brüner (Orthoptera: Acrididae) and the phloem-feeding Megamelus scutellaris Berg (Hemiptera: Delphacidae). A factorial eCO2 x feeding impact study was conducted at the Rhodes University Elevated CO2 Facility in the Eastern Cape Province of South Africa over 13 weeks in the growing season of 2019. The effect of insect herbivory by C. aquaticum and M. scutellaris at two atmospheric CO2 concentrations, representing current and future predicted concentrations (400 ppm and 800 ppm) on P. crassipes was examined through both biomass and ecophysiological measures. Assimilation rates, C:N ratio, total dry weight and relative growth rate of P. crassipes were unaffected by eCO2 conditions, and plants experienced no CO2 fertilization in eutrophic water conditions representative of South African waterways. Effects of eCO2 on insect herbivory varied depending on the feeding guild. Pontederia crassipes showed compensatory growth responses when exposed to C. aquaticum herbivory regardless of CO2 treatment, but chewing herbivory damage remained constant, and the agent maintained efficacy. Pontederia crassipes showed down-regulation of photosynthesis when exposed to M. scutellaris due to eCO2-related feeding responses by M. scutellaris increasing substantially through a significant (30%) increase in adult population density under eCO2 conditions. These results indicate that the plant-insect interactions that underpin biological control programmes for P. crassipes should remain successful under future CO2 conditions. Phloem-feeding insect damage (M. scutellaris) was significantly greater than chewing damage in this study, suggesting that invasive plant biological control programmes will need to shift focus away from the charismatic chewing insect herbivores and onto the often-neglected phloem-feeding biological control agents due to their overwhelmingly positive response to eCO2.Thesis (MSc) -- Faculty of Science, Zoology and Entomology, 202
The development of a potency classification system using the vasoconstrictor assay
No full textAccess restricted. Expected release date 2025.Thesis (MSc) -- Faculty of Pharmacy, Pharmacy, 202