44 research outputs found
Relationships between Job Variables: The Moderating Effects of Support and the Mediating Effects of Job Satisfaction, Affective Commitment and Continuance Commitment in the Support Worker Industry
No full textThe factors associated with employees' work related attitudes and cognitions were examined. A sample of employees from Community Living Trust (CLT), an organisation within the disability support worker industry, completed a questionnaire that included several measures: supervisor and colleague support, role conflict, role ambiguity and role overload, time-based, strain-based and behaviour-based work-to-family/family-to-work conflict, organisational commitment, job satisfaction and turnover intentions.
The purpose of this study was to explore the extent to which supervisor and colleague support contributed to a reduction in role conflict, role ambiguity and role overload. In addition, the relationship between support and work-to-family/family-to-work conflict were also explored. Finally, the organisational outcomes, in particular organisational commitment, job satisfaction and turnover intentions, were examined. It was found that supervisor and colleague support did, in some cases, moderated the relationship between role stressors, conflict and job satisfaction / organisational commitment. It was also found that job satisfaction and affective commitment mediated the relationship between the role stressors, WF strain-based conflict and turnover intentions.
The major implications from this research are that human resource initiatives should be developed that aims to identify the support needs employees may have, in order to increase levels of job satisfaction and organisational commitment and decrease levels of turnover intentions. The final chapter of this research explored the practical implications to the organisation, employees and the need for future research
Teachers’ experiences of ICT use in Grade 5 mathematics classrooms
No full textDissertation (MEd)--University of Pretoria, 2020.In order to compete in the 21st century, it is vital for policymakers and school
leaders to create technology-based classrooms for teaching and learning.
Teachers are of significant importance in implementing information and
communication technology (ICT) in schools. The purpose of this study was to
explore Grade 5 mathematics teachers’ experiences of using ICT in teaching
and learning. Furthermore, this study explored how the available resources are
used, as well as the challenges that teachers experience to implement ICT
tools in their lessons. This study determined how teachers perceive the use of
ICT in teaching and learning. Also, the researcher addressed the professional
development, technical training, as well as support the teachers received at
their respective schools.
The primary research question for this study is: “How do Grade 5 mathematics
teachers from well-resourced schools experience the use of ICT within their
classrooms?” The qualitative approach was used, and a descriptive case study
research design was selected to answer the research question. The
technology acceptance model (TAM) was used as a basis to determine the
themes of the study. The data collection strategies were questionnaires and
semi-structured interviews to determine teachers’ experiences of using ICT in
the mathematics classroom. Purposive and convenience sampling were used
to select the participants for this study. The participants comprised six
mathematics teachers from three well-resourced and independent schools
located in Tshwane, South Africa.
An overall conclusion is that this study reveals mixed feelings of both optimism
and reluctance when using ICT in mathematics. The results prove differences
in teachers’ perceived experiences of ICT in mathematics teaching and
learning. The individual schools as well as the teachers received different
levels of training, professional development and support from the institution,
and also face external and internal barriers when integrating ICT into the
classroom. However, despite these barriers, it is still clear that ICT is the future of learning. It is always important to understand that the responses of the
participants represent their own perceptions.Science, Mathematics and Technology EducationMEdUnrestricte
An analysis of grade 11 learners’ errors in trigonometric function graphs
No full textDissertation (MEd)--University of Pretoria, 2023.This research study explored the types of errors that Grade 11 learners make in trigonometric function graphs and the possible causes of these errors. The investigation was done in the quest for answers to these two research sub-questions: 1) Which types of errors do Grade 11 learners make in trigonometric function graphs? 2) What causes Grade 11 learners to make these errors? Brown and Skow’s (2016), Newman’s (1977), Oktaviani’s (2017), Radatz's (1979), and Smith et al.’s (1993) research were used to guide the deductive data analysis process of this study. The investigation was an exploratory case study conducted at three secondary schools in Tshwane, Gauteng Province-South Africa. Qualitative data were generated within the interpretive paradigm based on the researcher’s experience and insight into errors made in trigonometric function graphs. Thirty sampled learners' test scripts were analysed for error types, while fifteen of those learners were interviewed for possible causes of errors. Content analysis of the data generated from the test administered and the interview scheduled was done. There were 17 items in the administered test and were divided into four categories of concepts for the purpose of data analysis.
The findings from the test revealed that Grade 11 learners committed comprehension error in Concept 1 and Concept 3. It was further revealed that in Concept 4, encoding error was prevalent, lastly, misconceptions were notable errors in Concept 1 and 2. Also, this investigation identified the possible causes of these errors as: difficulties in obtaining spatial information; deficient mastery of pre-requisite skills, facts, and concept and the application of irrelevant rules or strategies.Science, Mathematics and Technology EducationMEdUnrestricte
Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment
No full textDissertation (MEd)--University of Pretoria, 2021.Interventions to address South Africa’s mathematics educational crisis are ample, but little to none of them integrate Information and Communication Technologies (ICTs) within a blended learning environment (BLE) (Padayachee, Boshoff, Olivier, & Harding, 2011). Teaching within a BLE has a positive impact on the learning experiences of learners and it can be independent of traditional time constraints. The internet, as an integral part of Information and Communication Technology, makes it easier than before to reach rural communities that were previously isolated from current and best practices. In effect improving equity to high quality mathematics education.
This study aimed to explore the experiences of three intermediate phase mathematics teachers’ experiences while integrating ICT within a BLE. This contributed to the larger pool of academic literature and the Department of Basic Education’s vision of developing citizens who are critical and active lifelong learners.
This study is qualitative in nature and follows an interpretivist paradigm to understand the subjective experiences of the participants and to create new understandings within a specific context (Cohen, Manion, & Morrison, 2007). Through purposive sampling three intermediate phase mathematics teachers were selected from a rural school in the Northern Cape to capture the uniqueness and complexity of the case. Data from semi-structured interviews and scheduled observations were analysed deductively according to the four main variables of the Unified Theory of Acceptance and Use of Technology framework, namely facilitating conditions, performance expectancy, social
influence, and effort expectancy (Venkatesh, Morris, Davis, & Davis, 2003).
This study found that all three teachers believe that the integration of ICT within a BLE will enhance the teaching and learning experiences within the mathematics classroom. Two of the more experienced teachers successfully integrated ICT in their lessons taught within a BLE whereas one of them experienced several difficulties. The teachers who integrated ICT successfully within a BLE planned their individual lessons to not be too heavily dependent on ICT contrary to the teacher who experienced teaching difficulties who relied too heavily on ICT.Science, Mathematics and Technology EducationMEdUnrestricte
Examining Grade 8 mathematics teachers' formative assessment practices within the lesson study cycle
No full textDissertation (MEd (Mathematics Education))--University of Pretoria, 2022.Assessment is a continuous process of identifying, gathering and interpreting learners' performance. The Senior Phase Mathematics CAPS further stipulates that assessment should consist of both formal and informal assessments such as formative assessments. It is necessary to conduct a formative assessment within Mathematics Education, as it focuses on the continuous improvement of learners’ conceptual understanding within the teaching and learning process through constant and immediate feedback. However, mathematics teachers tend to teach for summative assessment purposes and seldom develop learners’ conceptual understanding of mathematics concepts. A teacher development practice that emphasises collaborative lesson planning among a group of teachers, known as Lesson Study (LS), can be used to shift the focus of Mathematics Education from teaching for summative assessment purposes to teaching for understanding. LS, therefore, provides a fertile context to study how mathematics teachers work collaboratively to plan and teach, with formative assessment, to improve learner understanding. Thus, this qualitative study aimed to examine Grade 8 mathematics teachers’ formative assessment practices within the in-school LS cycle. Hence, the purpose of the study was to examine how mathematics teachers collaboratively planned for and used formative assessment practices within the context of LS, to facilitate mathematics learning. The sample of the study included three Grade 8 mathematics teachers who participated in two in-school LS cycles. Two theoretical lenses framed the study: The Formative Assessment framework proposed by Antoniou and James (2014) and the Situated Learning Theory. The study aimed to answer the primary research question: How do teachers use formative assessment during the implementation of the Lesson Study cycle in a Grade 8 Mathematics class? Data for the study were collected through observation of two consecutive stages within the LS cycle (collaborative lesson planning, the presentation of the lesson) and unstructured interviews. Data were analysed by means of transcribing the audio and video recordings of the observations and interviews, thereafter deductive and inductive analysis was conducted. The study's findings revealed that formative assessment is not at the forefront of planning a lesson. However, it is abundantly evident within a classroom. It is envisaged that the study will share insights on how teachers can use formative assessment in mathematics within the Lesson Study cycle, thereby developing their skills in assessment for learning.Science, Mathematics and Technology EducationMEd (Mathematics Education)Unrestricte
The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools
No full textThesis (PhD (Science, Mathematics, and Technology Education))--University of Pretoria, 2023.The development of mathematics teacher identity in ten purposefully selected Grade 6 non-specialist primary school mathematics teachers was explored with reference to their subject matter knowledge and didactical expertise. This was done utilising Beijaard et al.'s (2000) framework. Semi-structured interviews, lesson observations, and document analysis of lesson plans were used to collect data. The researcher applied inductive and deductive analysis using themes that were predetermined from the conceptual framework, as well as the categories and codes that emerged from the data. This study has revealed that there is a limited possibility that non-specialist mathematics teachers can develop their Mathematics Teacher Identity (MTI) through practice. The results indicate that the MTI of non-specialist teachers is not developed through practice as the participants demonstrated insufficient subject matter knowledge and a lack of didactical expertise. In particular, the ten participants demonstrated a lack of confidence, made many mistakes, and could not explain the various concepts explicitly. They also did not plan their lessons sufficiently. All of the participants used only a teacher-centred approach, which did not accommodate the diverse needs of the learners. The general approach that was observed did not facilitate accessing the learners’ understanding while teaching, since they only asked lower cognitive level questions. Furthermore, the results from this study showed that these non-specialist mathematics teachers’ beliefs and contextual factors had a negative influence on their MTI development. It was concluded that when teachers who are not trained at tertiary level to teach mathematics are appointed to do so, professional development programmes should be provided with a specific focus on the development of subject matter expertise, as well as didactical expertise. In addition, such programmes should aim to modify these teachers’ belief systems in order to bring about lasting MTI development. Furthermore, non-specialist mathematics teachers also need continuous support from school leaders who are mathematics experts.University of Pretoria Postgraduate BursaryScience, Mathematics and Technology EducationPhD (Science, Mathematics, and Technology Education)Unrestricte
Genetic manipulation of sucrose-storing tissue to produce alternative products
No full textThe main aim of the work presented in this dissertation was to explore the possibility
to genetically manipulate the sucrose storing crops, sugarcane and sweet sorghum, to
convert their sucrose reserves into higher-value alternatives. For the purpose of this
study we focussed on fructans as alternative sucrose-based high-value carbohydrates,
since these fructose polymers are of significant commercial interest. To investigate
the technical feasibility of transforming sugarcane and sweet sorghum to produce this
novel carbohydrate, we proposed to transfer the fructosyltransferase genes from
Cynara scolymus into these plants by means of particle bombardment.
In order to apply this technology to sweet sorghum, an in vitro culture system suitable
for transformation had to be established. For this purpose an extensive screening
process with different combinations of variables were conducted. Though the
relationships between these variables proved to be complex, it was concluded that
immature zygotic embryos could be used to initiate a genotype-independent totipotent
regeneration system with a 65% callus induction rate, provided that initiation takes
place during summer. Stable transformation and regeneration of these calli were
however not successful and will have to be optimised to allow future applications.
By introducing fructosyltransferase genes into sugarcane, we succeeded in
transforming sugarcane into a crop that produces a variety of fructans of the inulintype.
Low molecular weight (LMW) inulins were found to accumulate in the mature
internodes of 42% of the transgenic sugarcane plants expressing the sucrose:sucrose
1-fructosyltransferase (1-SST) gene, and in 77% of the plants that incorporated both
1-SST and fructan:fructan 1-fructosyltransferase (1-FFT), while only 8% of these
plants accumulated high molecular weight (HMW) inulins. Our results demonstrated
that sugarcane could be manipulated to synthesise and accumulate fructans without
the induction of phenotypical irregularities.
Inulins with a degree of polymerisation up to 60 were found in sugarcane storage
tissue. In these HMW inulin-producing plants, up to 78% of the endogenous sucrose
in the mature sugarcane culm was converted to inulin. This enabled inulin
accumulation up to 165.3 mg g-1 fresh weight (FW), which is comparable to that found in native plants. These transgenic sugarcane plants, therefore exhibit great
potential as a future industrial inulin source.
Fructan production was detected in all the sugarcane plant tissue tested,
predominantly as 1-kestose. In contrast with the fact that fructan accumulation in
leaves did not affect the endogenous sucrose concentrations in these organs, the
sucrose content of mature internodes that accumulated high levels of 1-kestose was
severely reduced. However, increases in total sugar content, in some instances up to
63% higher than control plants, were observed. This phenomenon was investigated
with the use of radio-labelled-isotopes. An increase in the allocation of incoming
carbon towards sucrose storage, resulting in higher carbon partitioning into both 1-
kestose and sucrose, were detected in the culms of transgenic compared to control
lines. This modification therefore established an extra carbohydrate sink in the
vacuoles that affected photosynthate partitioning and increased total soluble sugar
content. The data suggests that sucrose sensing is the main regulatory mechanism
responsible for adapting carbon flow in the cells to maintain sucrose concentration.Doctora
The influence of mathematics teachers’ beliefs on their inclusive practices for oral hearing impaired learners
No full textThesis (PhD)--University of Pretoria, 2022.For the effective implementation of inclusion, countries are responsible to define a set of inclusive principles and practical ideas “to guide the transition towards policies addressing inclusion in education” (UNESCO, 2005, p. 12). The context of the study is the inclusion of oral (making use of spoken language) hearing impaired (HI) learners in the general (mainstream) mathematics classroom. Hearing impaired in this study refers to learners with moderate to profound hearing loss in both ears and who have hearing aids and/or cochlear implants. The purpose of this study is two-fold. Firstly, to investigate the way teachers teach mathematics in an inclusive, face-to-face classroom containing a few oral HI learners with the view to describing the influence of the mathematics teachers’ beliefs on their inclusive practices. Secondly, to investigate the inclusive practices of the inclusive schools’ mathematics teachers during emergency remote teaching (ERT). To accomplish this aim, an in-depth study was conducted to explore the nature of beliefs held by an inclusive school’s mathematics teachers about the nature of mathematics; the inclusion of HI learners; and the inclusive strategies used by the teachers – during face-to-face teaching and ERT.
For this case design, data was collected from two high school mathematics teachers before and during the pandemic. The theoretical framework was based on international and national guidelines for inclusive education and guided the data collection and analysis processes. Data were collected in the form of interviews, observations, and document analysis.
The main findings of this study are that both teachers have a combination of beliefs about the nature of mathematics, however, their views did not correspond in totality with their practice. Both teachers have positive beliefs about inclusive education, provided that the HI learners can cope on their own. During face-to-face teaching and ERT, neither of the two teachers taught the classes containing HI learners differently from the classes without HI learners, and used limited inclusive practices. Fewer inclusive practices were evident during ERT than during face-to-face teaching. Continuous training to enhance the teachers’ understanding of inclusion is necessary, especially the barriers to learning that HI learners face. Inclusive schools need to implement a clear policy on inclusive, ensuring that the teachers know the policy. Teachers’ inclusive practices should also be strictly monitored.Science, Mathematics and Technology EducationPhDUnrestricte
Rapid method for the determination of the diuretic triamterene and its metabolites in plasma and urine by high-performance liquid chromatography
No full textExploring Conceptions of ‘Number Sense’ Evident in Pre-service Programmes for Primary School Teachers: A Review of Texts Used Across 11 University Programmes
No full textThis paper examines the conceptions of ‘number sense’ as promoted in pre-service primary mathematics education courses at 11 South African Higher Education Institutions through the texts used by academics or prescribed for students. While all the participating institutions agree that the development of primary school learners’ ‘number sense’ is central to their mathematics methodology courses and that there is an overwhelming amount of research and literature on ‘number sense’ nationally and internationally, their conceptualisations of the nature of ‘number sense’ vary. Teacher educators, who develop pre-service teacher education courses, were asked to provide the texts, used to underpin the 11 universities’ mathematics education modules in the Bachelor of Education (Foundation and Intermediate Phases) and Post Graduate Certificate in Education (Foundation and Intermediate Phases) programmes. These texts were analysed drawing on Whitacre et al.’s emphasis on three ‘number sense constructs’ identified as Innate Number Sense, Early Number Sense and Mature Number Sense. The results show that there is no common language of description for ‘number sense’ across the 11 universities. This research implies that there is a need to develop a consistent understanding of ‘number sense’ and how it is developed across institutions
