The Use of Hand Puppets to Increase Intrinsic Motivation during Science Learning of 6th And 7th Grade Learners in Dikgale, Limpopo Province, South Africa: A Case Study

One of the most important psychological concepts required for enhanced learning is motivation. This is especially true for science, which is seen by learners as being difficult. This study investigated the motivational changes with regard to studying science and the gender and age differences when using hand puppets in the science classroom. In order to examine this, a 7-week intervention involving the teaching of science by means of hand puppets was conducted in two Grade 6 and two Grade 7 classes in rural-based Dikgale, Limpopo Province, South Africa. The learners’ motivation was assessed in terms of basic psychological needs, intrinsic and extrinsic motivation, with a questionnaire before and after the intervention. Data were analysed using a paired sample t-test, an independent t-test and a MANCOVA. The results show an increase in basic psychological needs and intrinsic motivation, and a decrease in extrinsic motivation for science, after the use of hand puppets. In addition, it appears that there are no gender and age differences regarding motivational change when using hand puppets in science education. It is therefore concluded that hand puppets are a promising teaching method that positively affects the motivation of school learners studying science. Thus it is recommended that further research in the form of an experimental longitudinal design be undertaken to ascertain long-term motivational changes.

Factors Underlying Teacher Absenteeism in Selected Schools Located in Tshwane West District, South Africa

Teacher absenteeism is widely recognised as a serious problem, particularly in disadvantaged areas, yet there is little systematic research and data on teacher absence in developing nations. Generally, literature discusses the phenomenon of teacher absenteeism on the basis of high-income countries and low-income countries. The current research argues that the reasons for teacher absenteeism in developed nations are largely personal matters related to the individual and the rate of absence is relatively low. In this study we argue that while teachers’ absence is a matter that concerns the individual, there are institutional (school), structural (social environment) and economic factors that impact on the extent of teacher absenteeism in low-income countries. The purpose of the study is to investigate factors underlying teacher absence in disadvantaged communities. We investigated the phenomenon of teacher absenteeism in three (n–3) selected schools in the District of Tshwane West (D15) located in Soshanguve, Gauteng Province, South Africa. Soshanguve is a township with a predominantly disadvantaged community which depends on the public schooling system and probably has limited access to private education. The study used qualitative methods and data was collected through semi-structured interviews. The findings reveal that the schools are ineffective in curbing and reducing teacher absenteeism due to insufficient policy measures. The problem of teacher absenteeism is rampant and manifests in many forms. The leave policy seems to be effective in curbing the wage bill for substitute teachers, but at the same time it appears to grossly contribute to the damaging effects of absenteeism on educational outcomes. We recommend that costs in implementing the policy need to be balanced against the effectiveness of the policy. Reducing teacher absenteeism implies reducing the monetary cost of teacher absence and improving the education outcomes of learners. This ensures that the relationship between inputs (education investment) and outputs (learner performance) is optimal. We conclude that improving teacher attendance will thus increase productivity in schools.

Shifting the Lenses: Multilanguaging, Decolonisation and Education in the Global South, edited by Leketi Makalela

Book Review

Policy Design for Non-anthropocentric Pathways to Protect Biodiversity and Re-generate the Land

This article is a thinking exercise to re-imagine some of the principles of a transformational vocational education and training (VET) approach underpinned by participatory democracy and governance, and is drawn from a longer work on an ABC of the principles that could be considered when discussing ways to transform VET for South African learners and teachers. The purpose of this article is to scope out the social, cultural, political, economic and environmental context of VET and to suggest some of the possible ingredients to inspire co-created design. Thus the article is just a set of ideas for possible consideration and as such it makes policy suggestions based on many ways of knowing rooted in a respect for self, others (including sentient beings) and the environment on which we depend. The notion of African Renaissance characterises the mission of a VET approach in South Africa that is accountable to this generation of living systems and the next.

Transformational Leadership: Lessons from Ramosilei’s Leadership Study in the Vhembe District, Limpopo Province, South Africa

Educators are faced with classroom problems in South African schools which force them to quit as they cannot find solutions to them. This study investigated whether there were lessons to be learned from a successful study by a retired school teacher in the former Venda in Limpopo Province of South Africa. A qualitative approach was adopted to explain and describe the study. Data was obtained from both primary sources such as speeches where the researcher took down notes during the interview proceedings and also from secondary data extracted from literature. From the notes taken by the researcher, information was collated and analysed to answer the research questions. This study has revealed that learning and teaching should be integrated in the classroom and the teacher should provide leadership all the time and understand that learners are not small adults but children who need an adult to take them by the hand and guide them towards adulthood. This study recommends that the lessons from Ramosilei should be shared with other schools. It also proposes that schools could succeed if they establish stakeholder relationships with the management and administration of schools.

Decolonisation Versus Hegemony: Making History Compulsory in Basic Education

This study investigates the possibility of making History a compulsory subject up to Grade 10 in South African schools. At present, History is part of the Social Sciences learning area taught from Grade 4 to Grade 9. History is not a compulsory subject from Grade 10. In a quest to promote social cohesion and unity in the South African society that was fragmented along racial and ethnic lines, the democratic government has sought to introduce History as a compulsory subject as it is seen as a tool to unite the nation and to promote decolonisation, nation-building and social cohesion. The study reported on in this article was an anti-positivist study based on a literature review. The researchers found that there was a general consensus among scholars and politicians that History should be made a compulsory subject. Yet they also found that there were those who were sceptical about its introduction as a compulsory subject for they feared the intention might be to use it as a political tool and that it might discourage those who intended studying it. Therefore, the researchers recommend that in order to pave the way for making History a compulsory subject at schools, a democratic curriculum committee should be established to design a History curriculum that accommodates all the population groups in the country. Furthermore, the public should be given the opportunity to participate by giving their input into the proposed curriculum.