Tshwane North Research Articles

Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools

Formative assessment is crucial for teachers to gauge students’ understanding of subject content, and applying formative assessment in an online context is more challenging than in a traditional Physical Sciences classroom. This study examines challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment as per the research question. The empirical investigation adopted a generic qualitative design in which three purposively selected Grade 10 Physical Sciences teachers from three different schools and quintiles within the Tshwane North District in South Africa. Data were collected through individual and focus group interviews. Interviews were video recorded, transcribed and thematically analysed using grounded theory to construct a thematic framework for supporting the study. Technological, pedagogical, and content knowledge (TPACK) was utilised as a theoretical framework underpinning the study to identify challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. Challenges identified in this study include the enforced utilisation of Annual Teaching Plans, lack of technological knowledge, lack of internet connectivity, and poor digital infrastructure at schools, and in towns and cities in South Africa. The study aims to show that the Department of Basic Education faces the key imperative to provide continuous teacher professional development and concomitant online learning materials that can facilitate meaningful enactment of online formative assessment in various educational settings while policy is needed to ensure that every student has access to data and internet resources.

Maladaptive behaviours of maternal orphans in high schools of Tshwane North of Gauteng, South Africa.

Some orphaned adolescents find it difficult to cope and adjust to the loss of a mother. Studies to explore specific adjustment challenges experienced by this vulnerable group, are necessitated by the growing need to inform support services for orphans. This study sought to explore maladaptive behaviours among adolescent maternal orphans. Participants were recruited from the Tshwane North secondary schools of Gauteng province in South Africa. A qualitative exploratory design was employed; maternal adolescent orphans were purposively selected and included in a one-on-one qualitative enquiry. Twenty-five participants were included in the study. Data were analysed thematically using NVivo12. Emerged themes were: negative thoughts such as suicidal ideation, negative perception of self; silence coded as 'keep life matters private and hide personal feelings'; having psychosocial problems reported as anger, fighting, shouting, crying, short temper; engaging in risky behaviours in the form of smoking and alcohol use and unsafe termination of pregnancy; social withdrawal by self-isolation and being afraid of people. Whole school peer interaction groups could address the functional problems of social ability and silence. Skills development programmes, and other activities that enhance constructive use of free time, instil hope and build self-esteem are recommended.Contribution: The findings of this study serve as a basis to inform interventions that are geared towards supporting adolescent orphans through the school health teams, as one of the domains of the re-engineering of South Africa's primary health care system.

A Qualitative Study of the Benefits and Utility of Brief Motivational Interviewing to Reduce Sexually Transmitted Infections among Men Who Have Sex with Men.

Several studies have demonstrated the effectiveness of motivational interviewing (MI) in reducing sexual risk behaviors. However, limited information is available on the acceptability of brief MI among men who have sex with men (MSM) in poor resource settings like sub-Saharan Africa. The objective of this study was to assess the views of MSM about the benefits and utility of brief MI (bMI) in changing their risky behavior. A qualitative study among men who have sex with men (MSM) who were enrolled in a longitudinal observational study between December 2021 and May 2023. The setting was in Tshwane North and participants were scheduled for baseline, 6-month, and 12-month visits. All participants received 20 min one-on-one face-to-face brief motivational interview (bMI) sessions during their follow-up visits. At month 12, an exit interview was conducted with consenting conveniently sampled participants (n = 23) who had completed all scheduled visits and received three bMI sessions. The findings indicated that the most recalled conversation was related to multiple sexual partners, having sex under the influence of alcohol, and MSM learned more about sexually transmitted diseases. Many expressed being comfortable with the sessions because the counselor was respectful and non-judgmental. Most found the bMI sessions to have a positive impact on changing and reducing risky sexual behaviors, particularly it reportedly increased their use of condoms and reduced the number of multiple partners. MSM found the bMI to be useful and acceptable in reducing sexual risk behaviors among MSM.

Learner support for reading problems in Grade 3 in full-service schools in the Gauteng province

In South Africa, the issue of learning to read is an area of concern. While studies have focused on reading problems in the Foundation Phase, little is known about this issue in full-service schools. In light of this, the aim of this study was to explore how Grade 3 teachers supported learners who experienced reading problems in full-service schools. Vygotsky’s sociocultural theory was used to understand the meaning-making of Grade 3 teachers in the context of reading. This qualitative study with a case study design was conducted in 3 full-service schools in the Tshwane North district in the Gauteng province. Participants included 6 learner-support teachers and 11 Grade 3 class teachers. Data were produced using semi-structured interviews. The findings show that the methods of reading and modes of working to support learners are complex, varied, and largely teacher-driven. This set of circumstances highlight the need for co-construction of reading with learners and the addressing of specific barriers to learning to read. This was somewhat evident among the specialist teachers but not sufficiently robust. This study raises questions for professional development for reading problems in the Foundation Phase.

Common Risky Sexual Behaviours Among Men Who Have Sex with Men using A Modified Delphi Technique

Background: The objective of this study is to obtain consensus for identifying sexual risk behaviors that are relevant among men who have sex with men (MSM), specifically in the context of Tshwane North, South Africa, in order to guide the development of a risk reduction intervention. Methods: The Delphi technique was employed to establish the top ten behaviours that are described as high risk by experts in sexual practices. The setting was a specialised clinic rendering health services to the lesbian, gay, bisexual and transgender (LGBT) communities. A sample of n=14 MSM participated in the panel interview and they were divided into three groups. The panel rated risky sexual behaviour according to a 10-point scale, with 1–3 signifying low-risk sexual behaviours, 4–6 signifying medium risk and 7–10 signifying high-risk sexual behaviours. Results: The mean age was 26.8 years old, with a standard deviation of 4. The initial list prioritised the 10 high-risk sexual behaviours as both receptive and insertive anal sex, having multiple partners, sex with a partner of unknown HIV status, sex with an HIV-positive partner without a condom, group sex, both receptive and insertive oral sex, sex without a condom, sex under the influence of alcohol, performing and receiving rimming, and sharing sex toys. Conclusion: The final list ranked the top ten risky sexual behaviours for MSM. It could be of use when counselling MSM during their healthcare visits about risk reduction to mitigate HIV acquisition.

Factors Impacting Provisioning of Learner Textbooks in Tshwane North District Schools, Gauteng Province, South Africa

Factors Impacting Provisioning of Learner Textbooks in Tshwane North District Schools, Gauteng Province, South Africa

STUDENT REPRESENTATIVE COUNCILS IN NIGERIAN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGE

The envisaged study aimed to investigate the perception of students towards Student Representative Councils (SRCs) at Tshwane North Technical and Vocational Education and Training (TVET) College. The study employed a qualitative approach and data was gathered through semi-structured interviews with thirty students from six different campuses. A thematic analysis was employed to analyse the collected data. The findings of the study revealed that the SRC's obscurity, insufficient communication, lack of impartiality, and ineptitude impede students' day-to-day cooperation with the SRC. To address student issues effectively, the study suggests that the SRC improve its communication, competence, synergy with class representatives, and visibility. The study identified various communication-related, service delivery-related, collaborationrelated, and competency-related initiatives that could be implemented by the SRC. The study recommends that students should elect their SRC representatives carefully and that college administration should create a conducive environment for SRCs to engage with students. Finally, the study suggests that future research should focus on the obstacles faced by SRCs in the performance of their tasks.

Students’ mathematics-related belief systems and their strategies for solving non-routine mathematical problems

This study explored students’ mathematics-related beliefs and the relationship between the beliefs and their strategies for solving non-routine mathematical problems. The study was guided by Daskalogianni and Simpson’s 2001 belief systems categories and strategies for non-routine mathematical problems. The participants were 625 grade 11 students from five high schools in Tshwane North District, Gauteng province of South Africa. Data were collected using a mathematics beliefs questionnaire, a mathematics problem-solving test and interview. Quantitative and qualitative research techniques were used for data analysis. It was found that the students held all the three belief systems (utilitarian, systematic and exploratory) at different degrees of intensity and the belief systems and strategies for problem-solving had a weak positive linear relationship, and there were no statistically significant differences among mean scores of the students holding systematic, exploratory and utilitarian beliefs. They apply unsystematic guess, check and revise; systematic guess, check and revise; systematic listing; looking for patterns; consider a simple case; modelling; logical reasoning; no logical reasoning; trial-and-error and use a formula in solving non-routine mathematical problems. Furthermore, it was found that the systematic belief system could explain the students’ behaviour in problem-solving more than the exploratory and utilitarian belief systems.

Learners’ Knowledge of Environmental Education in Selected Primary Schools of the Tshwane North District, Gauteng Province

This study focused on determining the level of environmental education knowledge and skills among primary school learners in South Africa, under the National Curriculum Statement Grades R-12. Environmental education is important in the promotion of sustainable environmental conservation and reducing negative effects, which are caused by adverse climatic conditions. We used a qualitative approach for data collection from eight primary schools located in the North Tshwane District of Gauteng province, through interviews and observations. The sample comprise teachers, learners, and non-teaching staff working at the schools. The findings from interviews suggest that the curriculum offers learners adequate environmental educational knowledge in the Social Science and Natural Science subjects. Similarly, the results from the observations show that, from visual sights of the surroundings of the schools, the school has gardens, tree nurseries, tree plantations, and a clean environment around the school. In conclusion, learners are provided with adequate environmental educational knowledge and they are able to contribute towards maintaining a clean environment and conservation in their communities.

SWOT Analysis of Selected Schools involved in Greening and Sustainable Development Programmes

This study aimed to explore the strengths, weaknesses, opportunities and threats in greening schools for sustainable development in Tshwane North District in Gauteng Province of South Africa. The research considered whether contextual factors hinder schools from effectively greening their schools for sustainable development. This research is qualitative and employed focus group interviews and observation. The study was undertaken with purposefully sampled members of the school management team and school governing body at three primary schools. Data was analysed through thematic content analysis. The major finding of the study was that school funds were swiftly depleted on resources such as water, energy, paper and equipment. Furthermore, contextual factors emerged emanating from little knowledge of greening and sustainability practices by school role players and a lack of policy framework on how sustainable development and greening schools should be implemented. The findings suggest the creation of an integrative assessment of greening school policies and strategies that embrace a practical activity plan for curriculum and infrastructure to monitor school resource management.Keywords: green school; sustainable development, school role players; Sustainable Development Goals

Alcohol Use among High School Learners in the Peri-Urban Areas, South Africa: A Descriptive Study on Accessibility, Motivations and Effects.

Learners are vulnerable to alcohol use and its negative effects, largely due to accessibility of alcohol products, especially in the localities with poor socioeconomic status and infrastructure. This study aimed to determine the accessibility, motivations and effects of alcohol use among high school learners (n = 403) in Tshwane North and West, South Africa, using a descriptive, cross-sectional design. Data were collected using a validated questionnaire and analysed using STATA 17. Learners (16 ± 2 years) had poor demographic status and lifestyle behaviors. Availability of alcohol outlets (54%) near schools was reported, and learners indicated easy access (65%) to taverns and bottle stores (30%), and purchasing alcohol without a proof of identity document (70%). Motivations for alcohol use were self-pleasure (36%), coping with stress (24%) and increasing self-esteem (19%). Almost half of the learners (49%) introduced themselves to alcohol use, while others were influenced by friends (36%) and family (14%). Reported alcohol related effects were a negative impact on health (56%), brain function (25%) and school work (12%), in addition to social harms, including problems with friends (25%) and parents (17%), physical fights (19%) and engaging in risky sexual behaviour (11%). Effective strategies are necessary to address underage alcohol use and should include regulating the proximity of alcohol outlets to schools, life skills training to address learners’ drinking motives and constantly alerting parents about the relevance of modeling behaviour.

Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools

The paper reports on the challenges teachers encountered in the use of interactive whiteboards in high schools to make improvement. The Gauteng Department of Basic Education's robust paperless initiative of introducing tablets, interactive whiteboards (IWBs), and smart classrooms in all public schools in Gauteng Province, motivated this study. In addition, little is known about teachers' academic self-efficacy when using an IWB-based teaching method. It was found that teachers experienced challenges in utilizing the IWB in teaching and learning. Participants were 123 teachers from four high schools in Tshwane North District, Gauteng, South Africa. More than half (57.8%) of the teachers were females. Most of the teachers (92.7%) received formal training on the use of IWBs. The mixed method was applied to better understand the phenomenon. Observation and individual semi-structured interviews were used to collect data for the qualitative aspect. On the other hand, Bandura's adapted problem-solving self-efficacy survey questionnaire was used to address the quantitative part. Quantitative data were analyzed using SPSS version 25 frequency distributions and percentages. On the other hand, qualitative data were analyzed with the aid of Atlas ti. The results show that 75.6% of the teachers indicated that they cannot solve problems at 90% when using IWBs in class. The challenges found in this study relate to technic, teaching material and lessons, lack of engagement, health, and lack of electricity. It was indicated that if teachers could adopt positive problem orientation, they could be successful in solving the problem with the use of IWBs. It is necessary to investigate the efficacy of the solutions presented in this study when using IWBs.

Learners’ knowledge of environmental education in selected primary schools of Tshwane North District, Gauteng Province

This study focused on determining the level of environmental education knowledge and skills among primary school learners in South Africa under the National Curriculum Statement Grades R-12. Environmental education is important in the promotion of sustainable environmental conservation, and reducing negative effects which are caused by adverse climatic conditions. We used qualitative approach for data collection from eight primary schools located North Tshwane District of Gauteng province through interviews and observations. The sample comprise teachers, the learners and non-teaching staffs working in the schools. The findings from interviews suggest that the curriculum offers learners adequate environmental education knowledge in the Social Science and Natural Science subjects. Similarly, results from observations show, from visual sights of the surroundings of the schools, that the school compounds have gardens, tree nurseries and tree plantations, and clean environment around the school compound. In conclusion, learners are provided with adequate environmental education knowledge and they are able to contribute towards maintaining clean environments and conservation in their communities.

Learners’ knowledge of environmental education in selected primary schools of Tshwane North District, Gauteng Province

This study focused on determining the level of environmental education knowledge and skills among primary school learners in South Africa under the National Curriculum Statement Grades R-12. Environmental education is important in the promotion of sustainable environmental conservation, and reducing negative effects which are caused by adverse climatic conditions. We used qualitative approach for data collection from eight primary schools located North Tshwane District of Gauteng province through interviews and observations. The sample comprise teachers, the learners and non-teaching staffs working in the schools. The findings from interviews suggest that the curriculum offers learners adequate environmental education knowledge in the Social Science and Natural Science subjects. Similarly, results from observations show, from visual sights of the surroundings of the schools, that the school compounds have gardens, tree nurseries and tree plantations, and clean environment around the school compound. In conclusion, learners are provided with adequate environmental education knowledge and they are able to contribute towards maintaining clean environments and conservation in their communities.

Greening the school for sustainable development: a case of Tshwane North District

The aim of the study was to answer the question that arises about what knowledge do role players have about sustainable development through greening schools. The research employed qualitative multiple case study design in three purposefully sampled schools at Tshwane North District, Gauteng Province of South Africa. Besides literature review and theoretical framework of sources, the data was collected through focus group interviews, direct observation and document analysis. Data collected was analysed with thematic content analysis. The results revealed that school role players have little knowledge on greening schools to ensure sustainable development; and opportunities and threats need to be addressed by role players. These were attributed by lack of policy framework and capacity building on how greening schools should be implemented. The study recommended creation of an integrative assessment of green schools that embraces practical activity plan on curriculum and infrastructure. Further research studies in the area of greening schools are recommended for effective sustainable development on school resources.

Knowledge, attitudes and practices of doctors at Jubilee Hospital, Tshwane District, regarding the syndromic management guidelines for sexually transmitted infections

Background: Sexually transmitted infections (STIs) are a public health problem globally, but especially so in sub-Saharan Africa. They contribute significantly to the burden of disease in South Africa and are recognised as major contributors to the human immunodeficiency virus (HIV) epidemic, with other potential complications when not managed properly. First-line doctors play a critical role in the management of persons suffering from STIs, and need to comply with the national guidelines for STI management.Aim: To determine the knowledge, attitudes and practices of doctors working in Jubilee District Hospital, Metsweding region, Tshwane, regarding the STI syndromic management (SM) guidelines.Setting: Jubilee District Hospital in Tshwane North, Gauteng province, South Africa.Methods: A cross-sectional, descriptive study using a self-administered questionnaire was conducted.Results: Forty-three of the 50 doctors employed at the hospital participated in the study. Fourteen (32.6%) of the doctors were in the 36–40-year age group. Most of the doctors (36 or 83.7%) had only the basic bachelor’s degree, and only 4 (9.3%) attended additional STI training. Only 2 respondents (4.6%) had correct knowledge concerning management of male urethritis syndrome and 10 (23.3%) regarding management of genital ulcer syndrome. In compliance with the national SM guidelines for STIs, 22 (52.4%) of the doctors said they made a diagnosis of STIs using history and physical examination. Only 7 (16.7%) said they asked their patients during every consultation about the number of sexual partners, 21 (51.7%) said they always counsel/ screen patients with STIs for HIV infection, and only 4 (9.5%) said they always filled in partner notification slips after attending to the index patient with STIs. This study demonstrated a relationship between doctors’ knowledge of the SM guidelines for STIs and their age.Conclusion: Overall the knowledge and practices of doctors at Jubilee District Hospital were suboptimal, and training on the SM of STIs should be made available to address this. Management should introduce regular monitoring, evaluation and supportive services for the doctors regarding their management of STIs according to the guidelines.

Knowledge, attitudes and practices of doctors at Jubilee Hospital, Tshwane District, regarding the syndromic management guidelines for sexually transmitted infections

Background: Sexually transmitted infections (STIs) are a public health problem globally, but especially so in sub-Saharan Africa. They contribute significantly to the burden of disease in South Africa and are recognised as major contributors to the human immunodeficiency virus (HIV) epidemic, with other potential complications when not managed properly. First-line doctors play a critical role in the management of persons suffering from STIs, and need to comply with the national guidelines for STI management. Aim: To determine the knowledge, attitudes and practices of doctors working in Jubilee District Hospital, Metsweding region, Tshwane, regarding the STI syndromic management (SM) guidelines. Setting: Jubilee District Hospital in Tshwane North, Gauteng province, South Africa. Methods: A cross-sectional, descriptive study using a self-administered questionnaire was conducted. Results: Forty-three of the 50 doctors employed at the hospital participated in the study. Fourteen (32.6%) of the doctors were in the 36–40-year age group. Most of the doctors (36 or 83.7%) had only the basic bachelor’s degree, and only 4 (9.3%) attended additional STI training. Only 2 respondents (4.6%) had correct knowledge concerning management of male urethritis syndrome and 10 (23.3%) regarding management of genital ulcer syndrome. In compliance with the national SM guidelines for STIs, 22 (52.4%) of the doctors said they made a diagnosis of STIs using history and physical examination. Only 7 (16.7%) said they asked their patients during every consultation about the number of sexual partners, 21 (51.7%) said they always counsel/ screen patients with STIs for HIV infection, and only 4 (9.5%) said they always filled in partner notification slips after attending to the index patient with STIs. This study demonstrated a relationship between doctors’ knowledge of the SM guidelines for STIs and their age. Conclusion: Overall the knowledge and practices of doctors at Jubilee District Hospital were suboptimal, and training on the SM of STIs should be made available to address this. Management should introduce regular monitoring, evaluation and supportive services for the doctors regarding their management of STIs according to the guidelines.

Comparing grades 10 – 12 mathematics learners’ non-routine problem solving

The study, which is derived from a larger study, compares grades 10 – 12 mathematics learners’ non-routine problem solving. An exploratory study was conducted on a convenience sample drawn from three high performing high schools located in Tshwane North District, Gauteng province of South Africa.Learners wrote a non-routine problem solving test. Findings revealed that the 11th grade learners obtained the highest mean score while that of the 10th grade learners was the lowest. High school learners’ level of strategy use on solving non-routine problems improved significantly as they progress from grade 10 to higher grades. No significant difference was discovered as learners progress from grade 11 to 12.

Analysing annual financial statements of public ordinary secondary schools in the Tshwane north district, South Africa

This paper presents the results from an analysis of the annual financial statements of public ordinary secondary schools in the Tshwane North District, South Africa. The analysis was done to assess the quality of these annual financial statements as well as the apparent usefulness thereof for the parents of the learners in the school. These users are probably most concerned with the quality and usefulness of information presented to them for providing the necessary assurance that the funds received by the school are properly accounted for and used to the advantage of their children. The results suggest that assurance in this regard is lacking as audits are not done at all, or are of an extremely poor quality. The quality of the financial statements is also poor, with scant regard for Generally Accepted Accounting Practice or the South African Schools Act. Urgent intervention from the Education Departments is needed to ensure that the South African Schools Act is adhered to and that proper audits are conducted by suitably qualified accountants and auditors. The South African Institute for Chartered Accountants (SAICA) should also play a more positive role in this regard by ensuring that audit practices are enforced and quality annual financial statements are presented.

How do School Management Teams (SMTs) Experience Teamwork. A Case Study in the Tshwane North District Schools

Democracy in South Africa, among others, has brought a significant number of changes in the education system, including the concept of school management team (SMT) in schools. This article focuses and sought to unpack the experience of SMT members regarding teamwork. It has the potential of helping SMT members by empowering them with knowledge and skills which will assist them to share their leadership widely and equally to education; and enable the SMT to realise that teamwork is central in the efficient and effective school management. Interviews were conducted with twelve SMT members from six secondary schools in Tshwane North district, sampled using purposive sampling. Among others, this study has found that, although the concept of teamwork is well-received, there are significant obstacles to the implementation of teamwork as an alternative form of management. DOI: 10.5901/mjss.2014.v5n23p1432