Browsing by Author "Khoza, Simon Bhekumuzi."
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Item The application of computer technology in teaching technical subject [sic] : a case study comprising of educators at a further education and training (FET) college in Durban.(2006) Cele, Sibuko S.; Khoza, Simon Bhekumuzi.Many claims have been made in the literature about the motivational effects of Information and Communication Technologies (ICT) on learners, leading them to have a positive perception towards their work, spend longer periods on tasks and be more committed to their learning. The author of the present study has utilized their previous research evidence of motivation and the results of other previous projects to investigate the factors which motivate educators to use ICT. This project was initiated to investigate the educator's perception, which has contributed to the continued use of ICT, by educators experienced in using it for teaching. The evidence discussed in this paper was collected through a literature search, educator documents, educators' reports or observations and interviews. Weiner's analysis of motivation research and cognitivists theories of reasoned action and planned behaviour have been used as a basis for the analysis of the results. Research findings show that the motivational factors which correlated most positively with the use of ICT were: perceived ability to use Information Technology (IT); level of resources available and their satisfaction with IT; and whether using IT in teaching is considered to be interesting, valuable and enjoyable. The most significant negative factor was difficulties experienced in using IT. Researcher also found that a whole range of other perception factors attributed by the educators to using ICT. Such as: making the lessons more interesting for the educator, increasing learners' motivation, improving presentation of materials, making the teaching more enjoyable, improving the content of the lesson, and making the lessons more fun for the learners, were considered by the educator respondents to contribute to the learners' progress in learning.Item Construction of learning outcomes by Life Orientation lectures using teaching and learning resources for their lessons at a Further Education and Training (FET) college in KwaZulu-Natal.(2013) Gounden, Averil Agnes.; Khoza, Simon Bhekumuzi.The focus and purpose of the study is to investigate how Life Orientation lecturers construct learning outcomes using teaching/learning resources for their lessons at a Further Education and Training (FET) College in KwaZulu Natal. After 1994, in the new South Africa, outcomes-based education became the National policy for teaching and learning, with the National Curriculum Vocational (NCV) Programme implemented in the Further FET sector in 2007. The study allows for clarity of misconceptions and misunderstandings that still exist amongst those lecturers who teach Life Orientation around the concept ‘learning outcomes’ in view of OBE and in relation to aims and objectives. The researcher has observed over the past five years as a senior lecturer of Life Orientation that lecturers use the outcomes as prescribed in the Department subject assessment guidelines in their lesson plans without giving much thought around how these outcomes are going to be observed and measured in their lessons. Further observations revealed that when Life Orientation lecturers are engaged in the construction of the learning outcomes for their lessons they fail to evaluate the learning outcomes against the different levels of taxonomies of learning so as to ensure that the learning outcomes are observable and measurable at the end of a lesson. The research is situated in an interpretivist paradigm with its emphasis on construction of learning outcomes. Since this study requires gaining an in-depth knowledge and greater understanding of outcomes it will be conducted within the qualitative framework (Denzin & Lincoln, 2003). Therefore the study will ensure that the relevant data is generated around learning outcomes within the theoretical framework of Bloom’s taxonomy of thinking behaviors using the activity theory to explain the data. The purposive selection method was used whereby the participants for the study included four lecturers who teach Life Orientation at a FET college in KwaZulu Natal. Triangulation of three instruments namely reflection questions, interviews and document analysis was used for data generation. The study found that Life Orientation lecturers construction of learning outcomes are a regurgitation of the subject assessment guidelines with no further evidence of their lesson outcomes. As a result students are being deemed ‘competent’ in Life Orientation but are ‘incompetent’ in many areas after having progressed from the previous NCV level. In view of this it can be suggested that lecturers should organize themselves into Life Orientation teams where they can brainstorm suggestions, ideas and practical measures for their lesson plans by covering all the learning outcomes so as to ensure that their students are able to achieve these learning outcomes.Item Content and ideology in literature modules taught in a Cameroonian university.(2015) Fomunyam, Kehdinga George.; Khoza, Simon Bhekumuzi.Abstract available in pdf.Item Curriculum managers’ perspectives on managing the curriculum in schools at King Cetshwayo district.(2019) Khoza, Mandlakhe Ephraim.; Khoza, Simon Bhekumuzi.This case study explored curriculum managers’ perspectives of managing the curriculum at a school in King Cetshwayo district. The study employed the qualitative case-study style grounded within the interpretivist paradigm. Consistent with qualitative studies, purposive with convenience sampling informed the selection of the seven curriculum managers of schools in King Cetshwayo district around Empangeni. Convenience sampling was also employed in selection of data-generation methods such as document analysis, participant observation, one-on-one semi-structured interviews, and focus-group discussions. The guided analysis was utilised as the appropriate strategy for analysing data. From a theoretical perspective, the Cultural Historical Activity Theory (CHAT) framed the study. The findings of the study indicated that instructional leadership is a good definition of curriculum managers who are driven per disciplinary perspective in managing CAPS curricula in schools. The study findings also indicated that CAPS is a performance curriculum. Therefore, the study suggests that a specific curriculum content should be taught in full scope in an operational content to ensure that the good performance of learners is a measurement for curriculum management. The study recommends that curriculum managers should possess both theoretical or conceptual and operational contents understanding of the curriculum. Such will inform their curriculum-management experiences to achieve maximum performance.Item Design analysis of educational technologist's web-based teaching and learning environments in South African higher education institutions.(2009) Khoza, Simon Bhekumuzi.; Ramrathan, Prevanand.According to Goldstuck (2008), there were 4.6 million Internet users in South Africa for 2008 year-end. This corresponds to a penetration rate of 10.5% based on an estimated South Africa population of 43.8 million (.internetworldstats.). Given this popularity, this qualitative case study has analysed the design of Web-Based Teaching and Learning (WBTL) environments designed by Educational Technology facilitators in South African higher education institutions. The conceptual and theoretical framework for this study presents Activity Theory (AT) as a theoretical framework together with constructivist learning. It also presents the different qualities and skills utilised for WBTL facilitators. AT involves three levels in a form of a hierarchy. The three levels are “the uppermost level of activity is driven by an object-related motive (or objective) [activity level]; the middle level of individual or group action is driven by a goal [action level]; and the bottom level of automatic operations is driven by the conditions and tools of action at hand [automatic operation]” (Engestrom, Miettenin & Punamaki, 1999) Constructivism is used as a theory of inquiry. The strength of constructivism was found to be in the five basic themes identified by Mahoney (2005), six elements of constructivism discovered by Gognon and Collay (1999), levels of interaction identified by Anderson and Elloumi (2004) and components of effective Web learning and characteristics of projects or tasks. The main components of effective Web learning are student preparation, student activities, student interaction and student transfer. While working with the Web in teaching and learning this study proposed the concept of considering The Tree Three Rings Theory (TTTRT) to be used as a solution for the practice. TTTRT works with the three schools of thought (behaviourism, cognitivism and constructivism). The three rings are: (1) the use of search engines in teaching and learning (easiest ring), (2) use of Learning Management System in teaching and learning (LMS) (easier ring) and (3) designing the Web for learning (programming) (the most challenging ring). The analysis of Web for learning was done by incorporating the theoretical frameworks and theories of learning; the facilitators’ frames of reference; objects; tools; rules; community; division of labour; levels of operation; and the pedagogical issues. It can be concluded that South Africa has a special need for Web-Based Teaching and Learning (WBTL) or Web learning to take the formal education to those citizens that cannot attend full-time classes.Item Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe secondary schools.(2016) Ndlovu, Emily.; Khoza, Simon Bhekumuzi.Arts and Culture as a subject is a curriculum innovation that has been institutionalised in the Zimbabwe secondary schools through the Ministry of Education’s directives. Generally, the curriculum programme was introduced in schools to produce self-reliant citizens as well as establishing artistic and cultural industries in the country. More specifically, Arts and Culture was designed to facilitate the establishment of cultural industries like film and video making, recording, printing, fashion, beauty and cosmetics, cultural heritage, crafts, music, writing, theatre, drama, and embroidery amongst others. Initiated through Circular 28 of 2010, Arts and Culture was introduced without a syllabus unlike other curriculum subjects. In the light of the foregoing, this study explored the dynamics of implementing the Arts and Culture curriculum programmes in Zimbabwean secondary schools; how the Arts and Culture programmes are dynamically taught as a curriculum subject without a syllabus; and the implications of the dynamics of implementing Arts and Culture curriculum programmes as a curriculum subject in Zimbabwe secondary schools. Anchored on an adapted van den Akker’s (2003) curriculum implementation framework and buttressed by Rogan and Grayson’s (2003) curriculum implementation theory, this qualitative case study of three secondary schools in the Shurugwi district of Zimbabwe adopted an interpretivist paradigm. Document analysis, one-on-one interviews, observations and focus group discussions were the key data generation tools. Consistent with qualitative studies, purposive sampling was utilised to select the 3 schools as well as participants from each school. One urban secondary school, one peri-urban secondary school, and one rural secondary school were purposively selected. From each secondary school the school head, Arts and Culture Head of Department, and Arts and Culture teachers were also purposefully selected. The selected participants were information rich since enacting Arts and Culture at school level is their direct responsibility. Data generated were analysed using the thematic approach. Firstly, findings from the study reflect that most of the respondents were not aware of the reasons for implementing Arts and Culture as prescribed by the policy circulars. This is evidenced by the various mutations observed in implementing/enacting Arts and Culture. Secondly, since Arts and Culture was competing with other examinable subjects for time participants tended to prioritise these examinable subjects with respect to time allocation. Thirdly, teachers were not at ease with implementing a programme without a syllabus since they were used to teaching subjects with syllabi. This appears to be based on the prescriptive nature of the teacher education programme implementers were exposed to. The foregoing implies the need for initiating and sustaining the development of communities of practice for teachers who enact Arts and Culture. The study recommends interventions that can be utilised to not only clarify the rationale for Arts and Culture but also to ensure that teacher capacity development is instituted with a view to empowering Arts and Culture teachers as they enact the programme in secondary schools.Item Educators enacting non-formal education policy: case of three schools in Masvingo District, Zimbabwe-an exploration.(2019) Mabuto, Morgan Peter.; Higgs, Philip.; Khoza, Simon Bhekumuzi.The Zimbabwean school model for the enactment of teaching and learning of Non-Formal Education Policy (NFEP) programmes is a recent development. The policy mandated the Ministry of Primary and Secondary Education (MoPSE), the powers to promote an alternative pathway, in order to increase access and quality education. The school- model offers new opportunities to out-of-school children, youths and adults, coupled with new insights to researchers and educators, its enactment has largely remained unexplored, against a background of resources shortages that include the lack of the discipline’s curriculum and trained educators. The ministry imposed a formal education curriculum and hired educators who are deficient in Non-Formal Education’s (NFE) technical, pedagogic and content knowledge (TPACK). The study sought to analyse the educators’ forms of enactment in the teaching and learning of the NFEP; programmes in order to contribute to debates on improving NFE. Literature on the study’s phenomenon produced three forms of enactment: the acknowledged, the communal, and the committed. The study used the three forms of enactment as an analytic lens through which to understand how educators’ enacted teaching and learning and accounted for their particular enactments. From the literature also emerged the cultural historical activity theory (CHAT), which underpinned the study and facilitated access to in-depth exploration of the data. The key formal education curriculum concepts were incorporated in CHAT, in order to invigorate in-depth explorations of the educators’ influence in teaching and learning. The case-study approach facilitated access to in-depth data, guided by the qualitative research methodology and interpretive research paradigm. A purposive, convenience sample of seven participants was used to generate data, using semi-structured interviews, participant observations, and document analysis methods. The guided analysis process that was hedged on the curriculum concepts in the CHAT produced eight themes that framed data generation, presentation, analysis, and interpretation. A modified version of the CHAT, the enactment activity theory (EAT), later emerged, emphasising the economic factors to enactments. The study’s findings suggested that the three forms of enactment were instrumental in guiding the teaching and learning, in the context of teaching goals, where different programmes had divergent goals that demanded unique forms of enactment. The findings revealed educators’ limited understanding of key enactment concepts, due to deficient TPACK, limited material resources and financial incentives. Hence, there were contradictions and inconsistencies in enactment practices. The study recommends the continued use of forms of enactments. The MoPSE should adopt an integrated curriculum that harmonises curriculum issues in order to diffuse tensions regarding the curriculum in-use, educators’ TPACK and working conditions. Further research, founded on this explorative study should be conducted, in order to increase measures of transferability of the findings.Item Educators' experiences of information communications technology (ICT) policy implementation in Lesotho secondary schools : a case study of the two schools.(2007) Marumo, Florence Kolitsoe.; Khoza, Simon Bhekumuzi.This research focuses on the Information and Communications Technology (ICT) policy implementation at the secondary schools in Lesotho. This is a country where global disparities between technologically well-managed skills and uses of ICT in the education sectors are starkly evident. The researcher explores the educators’ experiences on the use of ICT at their schools to determine how ICT is situated and contextualised in response to the government mission of Vision 2020 that all schools will be computer literate in 2015. A Case study using the mixed mode approach was held at the two schools with the ‘tools’ merged in the Activity Theory to frame the study to construct real social change for the schools. To get to the insight of the schools, Semi-Structured Interviews were held between the Principals, the Deputy Principals (DPs), the Heads of Department (HODs) and the Subject Specialists from the core subjects i.e. English, Sesotho, Maths and Science. The classroom observations were held with ICT Subject Specialists to observe the application of ICT in the teaching and learning of the computer skills for implementation of ICT. Furthermore, documentary sources of the schools were analyzed to assess authenticity, reliability and theorization of the ICT policy implementation. The findings of the study reported that many educators were positive that they would implement ICT policy in the schools but lack skills in ICT literacy. In reference to the ICT policy document as the ‘tool’ for transformation, its parts were too fragmented; ICT services did not fit neatly into the classrooms, implementation had been a top down process, and it needed restructuring. The study concludes that the government laid the foundation for reform. Therefore, training for educators on ICT should be accomplished and the ICT activities should be maintained. Mainly, being the revision of the current ICT policy, the procurement of funds to source the ICT infrastructure and to set a transition on ICT exploitation from Primary Schools to Secondary Schools in Lesotho.Item Educators’ knowledge of teaching isiZulu within Ugu Cluster.(2019) Mbele, Siyakudumisa Abednigo.; Khoza, Simon Bhekumuzi.This study presents a qualitative, interpretivist case study of five isiZulu educators from two primary schools in the Umkomaas circuit in the Ugu Cluster, in KwaZulu-Natal. The purpose of this study was to explore educators’ knowledge of teaching isiZulu, and the study sought to understand what informs their knowledge. The data was generated by means of semi-structured interviews and a focus group discussion, and purposive and convenience sampling were utilised to select the most accessible isiZulu educators. The Technological Pedagogical Content Knowledge (TPACK) framework was used to guide the exploration of teaching and learning strategies that are used in isiZulu classrooms. The findings of this study revealed various contextual factors that pose challenges for isiZulu educators, especially those who teach in rural schools. Some of these factors are present within the school environment, and some are elements of the broader social environment. The study found that educators’ lack of content knowledge and pedagogical knowledge had a negative impact on their teaching and assessment strategies, on their implementation of certain aspects of the isiZulu curriculum, and on their ability to accommodate learners with special needs effectively. The study recommends that isiZulu educators be provided with regular and ongoing professional development, in order to empower them with the content knowledge that will equip them to teach isiZulu effectively. IsiZulu educators need to understand the importance of developing their learners’ oral communication and reading skills, of conducting informal assessments, and of recognising and incorporating their learners’ socio-cultural (indigenous) knowledge. It is imperative that isiZulu educators be provided with the knowledge, support and resources necessary for instilling discipline in learners, and for teaching learners with special needs in an inclusive classroom environment. IsiZulu educators need one-on-one support from subject advisors, but in the absence of available subject advisors’ educators need to form constructive teaching clusters that meet regularly to share content and pedagogical knowledge and provide support.Item Educators’ reflections of the Swaziland junior secondary Integrated consumer science curriculum: towards development of a unique content area.(2018) Mabuza, Dumisa Celemusa.; Khoza, Simon Bhekumuzi.The purpose of the research study is to explore educators’ reflections on the Swaziland Junior Secondary Integrated Consumer Sciences curriculum with the intention of improving it, particularly its subject matter. The study was necessitated by a common understanding and observation that Consumer Sciences educators are locked in a battle in which they are implementing a curriculum that does not spiral up from primary phrase through secondary phase (JC) to senior phase. The curriculum is supposedly integrated, yet in fact, the curriculum is fully dictated by curriculum and examination bodies, thus leaving the educators without a voice. Interestingly, reflection is the best system of learning that can transform educators, assisting them to overcome emerging challenges and to investigate the past, present, and the future. The study, therefore, pursues educators’ reflections, with the intention of empowering educators to take action to improve the curriculum. This action research, grounded on a critical paradigm, was used to address the following research questions: a) what are educators’ reflections on the Junior Secondary Integrated Consumer Sciences curriculum? b) Why do educators reflect in particular ways? and c) What lessons may be learnt from the educators’ reflections which could improve the curriculum? This study, through an extensive literature review, concluded that, for educators to be effective in any curriculum issue, three forms of reflection (own, public, and certified) must be employed as the lens through which to review the curriculum. In the case of the Consumer Sciences educators, their own reflections, in particular, had to be developed for the educators to be able to balance influences from both certified reflections and public reflections. This may be achieved only once educators understand their identity; thereafter they may begin to reflect. This study was conducted through face-to-face interviews, observations, reflective activity, and focus-group discussions. The data was analysed using a framework analysis. Literature review led to the development of a Microscopic Curriculum framework framed by Van den Akker’s curriculum spider web, useful in analysing and interpreting data. The findings of the study reveal that Consumer Sciences educators’ rationale for teaching is greatly informed by demands of the discipline internationally, as per their training and a need from the public to impart hands-on skills to learners. This became evident in teachers’ drive to foster learning outcomes as outlined by the curriculum policy document. Even though the educators could not differentiate between aims and objectives, skills, and knowledge, and xvii lacked conceptualization of other curriculum concepts, the action research was effective in their emancipation. Furthermore, contents in Consumer Sciences are dominated by influences from both certified reflections (knowledge, information, concepts, and theories) and public reflections (skills, practical competences). Educators are being controlled by these forces, thus lack clarity and a rationale for inclusion of certain content. Educators believe that some content does not adequately represent the focus of the discipline in this modern age, recommending removal of certain content, while supplementing other. Also, the assessment in Consumer Sciences is controlled by both certified reflections (assessment of learning) and public reflections (assessment for learning). It therefore lacked self-assessment and peer-assessment on the part of both students and teachers. Intervention through action research empowered educators to take action in reviewing the curriculum, so that it reflected the interests and needs of the learner, clarifying how assessment as learning can improve their teaching. The findings of this study indicate that educators reflected on challenges while organising and financing the teaching of Consumer Sciences. First, insufficient time is allotted to the teaching of the subject. Time allocated does not cover content. Time is also lost during the second term and during everyday subject change-over. Educators therefore teach on Saturdays and holidays to make up such lost time. Secondly, hardware resources such as computers, sewing machines and stoves are inadequate, compelling educators to teach learners in groups while sharing these resources. Educators demonstrated willingness to use computers and software to aid teaching, yet facilities do not allow for such technology, thus compelling teachers to exploit the traditional face-to-face learning environments. Lastly, financial resources are not professionally managed by the school principals and the heads of Consumer Sciences departments. The study findings compared with those found in the literature eventually gave birth to a Tri-Star curriculum theory. It has been observed that action research has been effective in developing the own reflections of educators, empowering them to challenge the curriculum issues that were oppressing them. It is therefore recommended that research that actively engages educators apropos of their scope of work be used frequently. Action research should be used in teaching Consumer Sciences. The National Curriculum Centre (NCC) should remove certain content, as per recommendation of the focus groups in this study.Item Educators’ reflections on their practices of Agricultural Sciences curriculum and Assessment Policy statement.(2016) Nkohla, Msimelelo Buyisile.; Khoza, Simon Bhekumuzi.The aim of this action research was to explore the reflections of four educators on their practices of Agricultural Sciences Curriculum and Assessment Policy Statement (CAPS) in rural schools of KwaZulu-Natal. The research also meant to answer the following research questions: the first question was framed to discover what educators’ reflected on their implementation of Agricultural Sciences CAPS; the second research question was based on what enlightens educators’ reflections to be the way they are about execution of their duties; and the last quested intended to discover what lessons could be learned from the educators’ reflections on their teaching practices. Data were generated through a reflective activity, oneon-one semi-structured interviews, and a focus group discussion. Purposive and convenience samplings were utilised in grouping the educators for easy accessibility. Data were analysed using guided analysis. Literature proposed psyche, pragmatic and performance as archetypes of reflection, and findings from this study indicated that educators were mostly influenced by personal and societal rationale in teaching Agricultural Sciences CAPS. Findings of the study also revealed that educators are not aware of all the factors that underpin their teaching practices, and unequal acknowledgement of the curricular archetypes may result in disparities between intended, implemented and attained curriculum. According to the findings, the subject aims emphasise practical skills but the actual content is theoretical due to a lack of resources. Remoteness and accessibility according to the findings hinder efficient and effective implementation of the intended curriculum. However, educators improved their teaching after reflecting on their practices. It is recommended that educators should reflect on their practices and understand all theories that underpin their teaching practices in order for them to attain better outcome and attain curriculum goals. Lastly, educators should be involved in the reviewing of CAPS because they are the primary implementers of any curriculum.Item Educators’ technological, pedagogical, and content Knowledge of implementing a Music Magnet School Programme in the Gauteng Province.(2023) Msimango, Linda Nomalanga Pearl.; Khoza, Simon Bhekumuzi.; Washington, Michael Salim.Music educators in the Gauteng Province, especially in Music Magnet Schools, face enormous challenges in effectively implementing/enacting the music curriculum. The challenges stem from educators holding different beliefs and pedagogies when implementing/enacting the music curriculum. The challenges, in turn, cause tensions where music streams and teaching practices are concerned. The study investigates the technological, pedagogical, and content knowledge of implementing a Music Magnet School Programme in the Gauteng Province. Three main research questions guide the study: What are educators’ technological, pedagogical, and content knowledge of implementing a Music Magnet School Programme in the Gauteng Province? How do educators apply technological, pedagogical, and content knowledge in implementing a Music Magnet School Programme in the Gauteng Province? Why does educators’ technological, pedagogical, and content knowledge of implementing a Music Magnet School Programme in the Gauteng Province manifest itself in particular ways? The study is driven by the standards, beliefs, and ideals of the pragmatist philosophy. A convergent parallel mixed-methods design is used to analyse and interpret data collected/generated quantitatively and qualitatively. Three instruments were used: questionnaires (close-ended quantitative and open-ended reflective activity); interviews (focus group discussions and one-on-one interviews); and classroom observations. Both probability and non-probability sampling procedures were followed, applying the cluster and purposive techniques. Technological, Pedagogical and Content Knowledge (TPACK) framework served as a lens for investigating and exploring the phenomenon of the study. The study’s findings inferred that most Music Magnet School educators, when teaching, follow the professional, societal, and personal propositions that later influence their teaching practices. Moreover, most participants do not see a need for a pragmatic music curriculum. Furthermore, certain dynamics were revealed that directly inhibit educators’ teaching practices, such as professional development, curriculum design, resources, and infrastructure. Therefore, this study recommends four propositions for effective educators’ implementation of the music curriculum.Item Employee motivation models on organisational performance in government primary teacher education colleges in Zimbabwe=Amamodeli okukhuthaza abasebenzi ngemiphumelakusebenza emakolishi kahulumeni okuqeqesha othisha basezikoleni zamabanga aphansi eZimbabwe.(2022) Silitshena, Petty.; Khoza, Simon Bhekumuzi.This thesis applied a mixed methods research approach to eleven employees (lecturers).These participants shared their perceptions on motivation levels of organisational performance in government primary teacher education colleges in Zimbabwe. The study adopted a pragmatic paradigm and a case-study research design. The main purpose of the study was to investigate employees’ perceptions of their motivational experiences on organisational performance at selected government primary teacher-education colleges in Zimbabwe. In this study organisational performance was identified as a dependent variable while employee motivation was an independent variable. As a result, for triangulation purposes, document analysis, an open-ended questionnaire, reflective journals, semi-structured face-to-face interviews, and a focus-group discussion were used as data-generation/production instruments, in order to investigate such employee perceptions. Convenience and purposive methods of sampling were used in selecting three primary teachereducation colleges and eleven lecturers. I needed to find colleges easily accessible to me, and lecturers who were computer literate thus able to access emails and to attend meetings on the Zoom platform. To analyse data that were generated for this study, a guided analysis and a thematic approach were deployed. Five broad themes were engaged each with sub-themes that were presented, analysed, and discussed in detail. Furthermore, in order to ensure trustworthiness, issues of dependability, confirmability, credibility, and transferability were considered in this study. In addition, ethical issues were employed, such as use of consent letters, anonymity and withdrawals. Three research questions guided this study, namely: 1. What are the employee motivation models on organisational performance in government primary teachereducation colleges in Zimbabwe? (Descriptive). 2. How are motivation models used in motivating employee performance in government primary teacher-education colleges in Zimbabwe? (Operational). 3. Why do motivation models operate in particular ways on organisational performance in government primary teacher education colleges in Zimbabwe? (Philosophical). Furthermore, the following research objectives assisted the answering of the study research questions: 1. To identify employee motivation models on organisational performance in government primary teacher-education colleges in Zimbabwe. 2. To investigate how motivation models are used in motivating employees on organisational performance in government primary teacher-education colleges in Zimbabwe. 3. To understand why employee motivation models operate in particular ways on organisational performance in government primary teachereducation colleges in Zimbabwe. The research questions were useful in guiding the study in reviewing relevant literature on motivation models based on three levels, namely; the system, process, and personal-needs levels. The study thus adopted the Currere model as the theoretical framework of regression, progression, analytical, and synthetic models. This yielded the discovery of a ‘self-identity’ motivation model as a new theory obtained from this study. The major study findings revealed that all levels of motivation (system, process, and personal needs models) influenced employees (lecturers) in performing their duties in the workplace. It was, however, affirmed that lecturers were by and large influenced by the system and process model, rather than by the personal-needs model. There was limited knowledge of the personal-needs model both from an operational level and from documented literature. This led to a lack of balance between the system and the process models of motivation in addressing the personal-needs level. This effect had a negative impact on the employees, resulting in their demotivation. The study therefore recommends combining the strengths of the system and process models to ensure the development of self-identity, so that one would become self-actualised and be permanently motivated. Finally, this study suggests that further research be carried out on various other organisations in order to inform and add to existing literature. Such would bring awareness within organisations which may then adopt new motivational levels in government learning institutions in African countries and beyond. Iqoqa Le thesisi isebenzise indlelasu yokwenza ucwaningo exube izindlela kubasebenzi abayishumi nanye (abafundisa enyuvesi). Laba babambiqhaza baveza indlela ababuka ngayo emazingeni okukhuthazeka kokusebenza emakolishi kahulumeni okuqeqesha othisha eZimbabwe. Ucwaningo lusebenzise ipharadayimu eyiphragmathikhi nohlelosakhiwo locwaningonto locwaningo. Inhloso enkulu yocwaningo kwakuwukuphenya ukubheka kwabasebenzi izehlonkuthazo emakolishi okuqeqesha othisha basezikoleni zikahulumeni zamazinga aphansi eZimbabwe. Ngenxa yalokho, ngezinhloso ze-triangulation, ukuhlaziya idokhumenti, uhlumibuzo oluvulekile, amajenali okuzibuka, izimposambuzo ezingahleliwe ezenziwa kubukwana ngokuphelele, nezingxoxo zamaqembu akhethiwe asetshenziswa ekwakheni/ekukhiqizeni imininingo, ukuze kuphenywe indlelakubuka yomsebenzi onjalo. Izindlelakwenza ezisebenza kahle nezinenhloso yokusampula zasetshenziswa ekukhetheni amakolishi amathathu okuqeqesha othisha nabafundisi basenyuvesi abayishumi nanye. Ngangidinga ukuthola amakolishi okwakufinyeleleka kalula kuwona, kanti abafundisi basenyuvesi abakwazi ukusebenza ngamakhompyutha njengoba babezokwazi ukufinyelela kuma-imeyli nokuba bethamele imihlangano ezoba senkundleni ka-Zoom. Ukuhlaziya imininingo eyayiqoqelwa lolu cwaningo, uhlaziyokuqondisa nendlelakwenza yezindikimba kwasetshenziswa. Izindikimba ezinhlanu ezibanzi zazingena ezindikimbeni ezingaphansi kwezinye ezazethuliwe, zahlaziywa zadingidwa ngokwemininingwane. Ngaphezu kwalokho, ukuze kuqinisekiswe ukwethembeka, izindaba zokuthi kungancikwa kulo, ingaqinisekiswa, inobuqiniso, ingedluliseleka kanti ibhekiwe kulolu cwaningo. Ukongeza, izindaba zendlelakuziphatha ocwaningweni zabhekwa njengokusetshenziswa kwezincwadi zemvume, imfihlabuwena nokuhoxa. Imibuzo emithathu yocwaningo yaqondisa lolu cwaningo, okuyilena: 1. Ayini amamodeli okukhuthaza umsebenzi ekusebenzeni kwenhlangano emakolishi okuqeqesha othisha abafundisa amabanga amancane eZimbabwe? (Kuyachaza). 2. Amamodeli okukhuthaza asetshenziswa kanjani ukukhuthaza ukuba abasebenzi bazimisele emakolishi kahulumeni aqeqesha othisha eZimbabwe? (Ukusebenza). 3. Kungani amamodeli okukhuthaza esebenza ngezindlela ezithile zokusebenza kwenhlangano ezikoleni zamabanga amancane eZimbabwe? (Ngokokuninga). Ngaphezu kwalokho, izinhloso ezilandelayo zocwaningo zasiza ukuphendula imibuzo yocwaningo: 1.Ukuhlonza amamodeli okukhuthaza abasebenzi ekusebenzeni enhlanganweni yasemakolishi okuqeqesha othisha eZimbabwe. 2. Ukuphenya ukuthi amamodeli okukhuthaza asetshenziswa kanjani ekukhuthazeni abasebenzi ekwenzeni umsebenzi enhlanganweni yasemakolishi okuqeqesha othisha eZimbabwe. 3. Ukuqonda ukuthi kungani amamodeli okukhuthaza abasebenzi esebenza ngezindlela ezithile ekusebenzeni enhlanganweni yasemakolishi kahulumeni okuqeqesha othisha basezikoleni zamabanga aphansi eZimbabwe. Imibuzo yocwaningo yaba wusizo ekuqoqeni ucwaningo ekubukezeni imibhalo eqondile yamamodeli okukhuthaza agxile emazingeni amathathu okuyilawa; isistimu, uhlelo, namazinga ezidingo zomuntu ngamunye. Ucwaningo lwabe selwamukela i-Currere model njengenjulalwazi yokuhlehlela kokwedlule, ukuphokophelela phambili, ukuhlaziya nokuthola umqondo ocoyisekile. Lokhu kwazala ukutholakala kokugqugquzeleka ‘kobuntu-qobo’ njengenjulalwazi entsha kulolu cwaningo. Okukhulu okutholwe wucwaningo kwaveza amazinga okukhuthazeka (amamodeli esistimu, uhlelokwenzeka nezidingo zomuntu ngamunye) abasebenzi abathintekayo (abafundisi basenyuvesi) ekwenzeni umsebenzi wabo emsebenzini. Lokhu, kwaqinisekisa ukuthi abafundisi basenyuvesi batheleleka kakhulu amamodeli esistimu nohlelokwenza, kunemodeli yezidingo zomuntu ngamunye. Kwaba nolwazi olunqindekile ngemodeli yezidingo zomuntu ngamunye ezingeni lokusebenza kwayo nasemibhalweni eqoshiwe. Lokhu kwadala ukuba kungabi nebhalansi phakathi kwamamodeli esistimu nawohlelokwenza okugqugquzela ekuhlangabezaneni nezidingo zomuntu ngamunye. Lokhu kunomthelela omubi kubasebenzi, nokuholela ekutheni badonse izinyawo. Ngakho-ke ucwaningo luphakamisa ukuthi ukuhlanganisa amandla esistimu nama-process models ukuqinisekisa ukukhula kobuntu-qobo, ukuze umuntu azithole bese ekhuthazeka unomphelo. Okokugcina, ucwnaingo luphakamisa ukuthi ucwaningo oluqhubekayo kumele lwenziwe ezinhlanganweni ezehlukene ukuze kutholakale futhi kongezwe kosekubhaliwe. Ukwenza njalo kuyoqwashisa enhlanganweni okungenzeka ifukamele amazinga amasha okukhuthaza ezikhungweni zokufunda zikahulumeni e-Afrikha nangaphandle.Item An evaluation of the use of online resources in the teaching and learning of curriculum context and change module : a case study at a higher education institution in south africa.(2013) Budden, Ramona.; Khoza, Simon Bhekumuzi.Internationally governments have recognised the pertinent role education holds in achieving economic growth and competitiveness. Information and communication technology (ICT) have become a catalyst for educational transformation in the last century, and higher education institutions have developed a strong incline towards this move. It is within this context that tertiary institutions have expanded their teaching and learning pedagogies by providing greater access to computers and internet facilities. Implementation of innovative teaching methods is important in higher education courses to involve and motivate the newer tech-savvy generation of students. However, many lecturers have been hesitant to welcome this change due to inadequate salary structures and insufficient training and expertise in using online resources as a pedagogical approach in higher education. The purpose of this study evaluated the use of online resources in the teaching and learning of the Curriculum Context and Change module at a university in Durban, South Africa. The institution at which this study took place utilizes modern technologies that can support the use of online resources in the various areas of disciplines. Despite these technological advancements many facilitators have experienced serious challenges in effectively using online resources as a tool for teaching. Therefore this study sought to develop an understanding of the facilitator’s and students’ experiences into the benefits and challenges encountered by implementing online resources in their current practise. This supported the need to draw implications and possible recommendations for applying online teaching and learning in similar contexts at higher education. The study adopted a qualitative research design and followed a case study methodology. It applied qualitative data generation methods inclusive of semi-structured individual interviews, focus group interviews, and lecture observations, document/online learning space analysis and an online reflection. The purposive sampling method was selected to include thirty five students and one facilitator of the Curriculum Context and Change module. Participants were also selected on the basis of convenience sampling. Eleven students participated in the focus group interview, and of these, five volunteered to share their experiences in the individual interviews. The study followed guided analysis based on the theoretical frameworks of Activity Theory and the Spider Web Curriculum to support the interpretations and analysis articulated thereof. The findings revealed that there were potentially more benefits than challenges experienced in the use of online resources in the teaching and learning of the module. The most prominent features of implementing the use of online resources were greater participation of students; work and study were combined to save time and ensure completion of tasks; peer involvement; immense interaction between students themselves, and between the facilitator and students; independent learning led to richer experience; informed practise as educators; more accessibility and saving costs; and achievement of learning outcomes of the module. Challenges experienced in the utilization of online teaching and learning resources were of a technical nature. In some instances students were diverting from the online learning activities to social networking sites thereby shifting their attention from the tasks at hand. Although the research identified possible problems that can incur in an online learning platform, they were minimal in comparison to the benefits because the facilitator was careful to use hard-ware resources (HW) and soft-ware (SW) resources in co-ordination with ideological-ware (IW) resources. The study therefore proposes that since the potential benefits significantly outweighed the challenges, the use of online resources is highly recommended in teaching and learning at higher education if they are supported by concrete IW resources.Item Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho.(2012) Khanare, Tshepiso Beatrice.; Khoza, Simon Bhekumuzi.Studies by different academics (Marsh 1997; Allen 2004; Dunn 2006; Austin, 2010 & Stears & Gopal, 2010) reveal that outcomes and assessment strategies cannot be divorced. Outcomes and assessment strategies are meant for various purposes in education, ranging from establishing the starting point, to monitoring and evaluation of the outputs of what have been planned for the lesson. The study investigates the experiences and practices of Form Three integrated science teachers with regard to the outcomes and assessment strategies. The motivation behind this study is related to the problem that teachers are trained on discipline base while they are expected to teach integrated science in the junior level (form one - form three). Integrated Science plays a major role in the Lesotho education system because it prepares learners at Secondary School level (Form One - Form Three) to study specialised science subjects namely: Biology, Chemistry and Physics at High School level (Form Four – Form Five) and this resulted in learners‟ interest in science at higher education being clearly oriented (Oludipe & Oludipe, 2010). This study was achieved by investigating teachers‟ experiences and practices of outcomes and assessment strategies in the way they do, through the use of the following data gathering instruments: document analysis, observation and semi-structured interviews. This study is mainly qualitative, interpretive case study of two schools and is informed by two theories namely: social constructionist theory and Bloom‟s Taxonomies. Social constructionist underpins social practices and practitioners‟ views on them. On the other side, Bloom‟s taxonomy provides details of construction of assessment tools towards attaining outcomes at the end of the learning period. In terms of analysing the data from the field, the data are presented using the themes and categories generated from the interviews. In addition, in presenting the data, the study would ensure that the voices of the participants were not lost. Therefore, verbatim quotations are infused in the data presentation. The emerging trends and patterns from the presented data are then outlined. According to the findings, the teachers are more interested in their areas of specialisation from the universities and colleges and this resulted in some other parts of the syllabus being sidelined. The study also revealed that teachers still lack knowledge of stating or writing observable and measurable learning outcomes even thought they are aware of theimportance of stating learning outcomes at the beginning of each and every Integrated Science lesson. The research concluded with a set of recommendations to ensure the effectiveness of the teaching of Integrated Science in Lesotho.Item The experiences of campus managers in learning international computer drivers licence software programs in an FET college in KwaZulu-Natal.(2013) Draai, Julian Alan Luke.; Khoza, Simon Bhekumuzi.The purpose of this study was to investigate the learning experiences of campus managers learning International Computer Drivers Licence (ICDL) programs in a FET College in KwaZulu Natal. Another aim of the study was to examine the cost effectiveness of the intervention programme in FET colleges. From the literature, it appeared that the International Computer Drivers Licence computer training program had in recent years become the preferred computer training course in the world, used by both government and private enterprise. ECDL is the fastest growing information technology user qualification in the world. No prior knowledge of information technology (IT) or skill in computing is needed to study ECDL; it is designed for people wishing to gain a benchmark qualification in computing to enhance their career prospects or for personal development According to Rickaby (2007, p. 12) the European Computer Drivers Licence is designed to provide a basic certification of competence in the understanding of information technology and the use of a personal computer. The qualitative research method was employed. The interpretive paradigm was used. The study used a semi-structured interview, document analysis and observation. Six campus managers were interviewed, documents for the learning programme were analysed and an observation of actual ICDL lessons are to be carried out. The results of the interviews, observation and document analysis was analysed using a guided analysis approach. A conclusion to the study was carried out and subsequent recommendations to the relevant interested parties are to be made available (Directorate of FET colleges and the college in which the study is to be carried out).Item Experiences of educators in teaching computer literacy in grade nine in four rural areas of Greytown.(2011) Xhakaza, Nozipho Rejoice.; Khoza, Simon Bhekumuzi.The South African education system is undergoing radical transformation in terms of the curriculum. One of the means in the transformation process is the infusion of computer literacy in the schools’ curriculum. The South African education system is being reshaped and this calls for co-ordination between the school and the workplace, as learners who are taught in schools are going to occupy different positions in different work situations. The school’s task is therefore to equip learners with relevant computer literacy skills required in the workplace. The National Curriculum Statement (NCS) states: “Learners should understand the design process from conceptualisation to realisation. Problem-solving and lateral-thinking skills, creativity and innovation should be explored and developed through the systematic investigation of problems posed by a design brief in order to produce a marketable solution. Learners are given a brief, research the subject, generate ideas, develop concepts, implement, critically reflect on, and then evaluate the design solution. Self-discipline and responsible design ethics, as well as an awareness of aesthetics and functionality, must be evident throughout the design process,” (Asmal, 2003, p. 3). In countries like the United Kingdom, computer literacy is very important in that it is seen as a passport to employment (Bork, as cited by Moodley, 2002). The government of Rwanda’s national goal on ICT is that Rwanda will achieve “middle-income status by 2020 based on an information-rich, knowledge-based society and economy” Farrel (2007, p. 3). Micheuz (2006, p. 1) states: “Schools in Austria providing compulsory education are accountable for imparting IT skills and informatics competencies to their pupils”. There is a shift in the South African education system to eradicate the imbalances of the apartheid education system. Curriculum 2005 has been put in place, however due to some uncertainties that academics have articulated about Curriculum 2005, it has been revised. The principles of the NCS are the same as those of Curriculum 2005 in that they are based on building on the vision and values of the Constitution and Curriculum 2005 (Asmal, 2003, p. 2). The principles include social justice, a healthy environment, human rights and inclusivity (Asmal, 2003, p. 2). The NCS adopts an inclusive approach by specifying minimum requirements for learners. The special educational, emotional, social and physical needs of learners are addressed in the design and the development of appropriate learning programmes. The transition from the apartheid education system to the present education system, i.e. the NCS, has not been without problems. Debates on educational issues are always arguable because they involve many other stakeholders such as politicians and the community (Asmal, 2003). In the past, South African education reflected the fragmented society in which it was based and hardly created conscientious, critical citizens. Education as a means of undemocratic social control created individuals who were not only short changed but were also compartmentalized along racial and cultural lines. The education system also failed to address the democratic principles based on access, full participation and equity (Asmal, 2003). The objectives of the policy on E-education in the schools’ white paper on Eeducation are that every South African learner both in General and Further Education and Training (GET and FET) will be information and communication technology-capable by 2013. Asmal went on to say that every school in General and Further Education and Training will turn into E-schools (Asmal, 2003, p. 4). The GET band here refers to Grades 7, 8 and 9 and the FET refers to Grades 10, 11, and 12. With this as background, the researcher intended to understand whether or not the teaching and learning of computer literacy occurred in a constructive way, and one that will equip learners with relevant computer literacy skills required in the workplace; skills that will enable learners to solve economic, political and societal problems. Meyer, Barber and Pfaffenberger (1999, p. 56) argue that: “Computers play key roles in our societies as they guide aircraft to safe landings, help surgeons perform tricky operations and route calls through a phone system”. The research took place in two high schools in rural areas in the Greytown area. The two high schools have computers and are teaching computer literacy starting from Grade 8 and continuing to Grade 12. This study focused on Grade Nine as this grade is considered to be a preparatory stage when learners need to be shaped for the next grade (Grade 10) and begin to choose their career paths.Item Experiences of grade nine learners' in learning mathematics at a secondary school in Umzimkhulu.(2016) Mutesi, Maureen.; Khoza, Simon Bhekumuzi.This study is an exploration of experiences of grade nine mathematics learners in learning mathematics at a secondary school in Umzimkhulu. This case study has been conducted at one of the junior secondary school in Umzimkulu with five grade nine learners as the participants. I targeted this group in full knowledge that it does not represent the wider population and there is no attempt to generalise the findings (Cohen, Manion & Morrison, 2000). The participants’ experiences provided an insight to curriculum developers, classroom teachers and stake holders in need to attaining a successful attained curriculum. Purposive sampling was used in choosing a particular group of learners who have got different experiences when learning mathematics. Cohen et al (2000) urges that purposive sampling is mostly suitable for small scale research and it is less complicated to set up and considerably less expensive. I have positioned myself with in the interpretive paradigm in order to approach this study. This study aims to gain in depth of knowledge and greater understanding of experiences of grade nine mathematics learners at a junior secondary school in Umzimkhulu. It has been conducted within the qualitative framework with semi-structured observations, a focused group discussion, and one-to-one semi structured interviews as data generation methods (Denzin & Lincoln, 2003). The study consequently recommends content centred teaching approach which underpins performance curriculum.Item Experiences of students in using blended learning to learn educational technology modules : a case study.(2011) Phahamane, Paulinah M.; Buthelezi, T.; Khoza, Simon Bhekumuzi.Abstract available on PDF file.Item The experiences of teachers about teaching computer applications technology at FET band.(2012) Fambaza, Tembalihle.; Khoza, Simon Bhekumuzi.Computer Applications Technology is one of the subjects that equip learners with the new technological skills that are needed in today’s life. In the past, many schools used computers only for administrative purposes. This is the case even today in some schools. Very few schools in the rural areas offer Computer Applications Technology. Those that do, face many challenges including a lack of electricity. Computer Applications Technology helps learners acquire computer skills that improve their performance when they enter tertiary institutions. It can also help them to find jobs in companies that need people who are able to operate computers. This is particularly true for learners from the rural areas, since most of their parents are unable to pay for them to further their education at tertiary institutions. On obtaining their Grade 12 certificate, most rural learners look for jobs. This study focuses on the experiences of teachers in teaching Computer Applications Technology in rural areas; the challenges and benefits in teaching Computer Applications Technology; the qualifications of Computer Applications Technology teachers; the use of Computer Technology in teaching; Computer Literacy teachers as motivators in learners’ lives; and teachers and Computer Literacy. The findings of this study reveal that; teachers in rural areas lack a functional Computer Literacy foundation on which to build new technology and skills. The use of computers and related technologies was not a routine part of most teachers’ own educational environment. The number of years of experience and teachers’ status in a school has a significant relationship to familiarity with Computer Technology. A lack of hardware and software; and a lack of knowledge and skills in using computers is a challenge. A lack of or insufficient training opportunities and crowded classrooms are one of the important problems that Basic Education schools face. Insufficient guidance and help in instructional use, insufficient technical assistance, and an insufficient number of computers are other important problems. Most Computer Applications Technology teachers were not trained to teach computers as a subject. This could be because; even in training institutions, computers were only used for administration purposes. Greenwood (1993) notes that; many teachers entered the profession with arts-based qualifications. The introduction of computers in schools is a process which needs time to become self-generating with younger teachers who are now entering schools having used computers in their own training. In South Africa, students have only recently started taking Computer Studies as a major subject in teaching. Previously computers were studied only in certain fields like Computer Science or Information Technology. In rural schools, it is rare to come across a computer laboratory in good condition in terms of space and the number of computers, let alone someone with knowledge of the internet. Rural schools do not have computer centres, internet access, experienced teachers and ample sporting and cultural activities to choose from. However, learners can benefit substantially from this new technology because they can be able to do their work as a group while they are not all in the same physical space. They can share their challenges as they study and prepare for class tests or examinations using the internet. The researcher recommends that the Department of Basic Education should employ teachers who are well trained in Computer Applications Technology. A technician should be employed to service computers at schools and help teachers who are experiencing problems. The Department should encourage primary schools to teach Computer Studies so that when learners study Computer Applications Technology at high school they have a basic grounding in computers. It is recommended that Schools ask companies for donations to enable them to buy computers. They should tighten up their security to make sure that computers are safe. Schools should organise technology specialists to train their teachers. They can use their computer laboratories to offer afternoon classes to the community and charge them for this service. This will help them to raise funds to buy more computers for the school.