Challenges Encountered by Grade 10 Teachersin Implementing Selective Learning for Enhancing Learning Interest in Rural Schools in South Africa

Challenges Encountered by Grade 10 Teachers in Implementing Selective Learning for Enhancing Learning Interest in Rural Schools in South Africa

Katlego Mabulana & Kananga Robert Mukuna

Issue: Vol.4 No.12 Special Issue Article 16 pp.195-205
DOI: https://doi.org/10.38159/ehass.202341217 | Published online 10th January, 2024
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

201 Downloads

DOWNLOAD PDF

ABSTRACT

Given the existing teaching and learning challenges in South Africa’s Basic Education system, selective learning will likely encounter implementation challenges as a method of enhancing effective learning interest in schools. Teachers have identified ineffectiveness and negative attitudes as some of the curriculum’s implementation challenges in the past and present. Against this background, this study explored the challenges that Grade 10 teachers encounter when implementing selective learning in schools. A qualitative research methodology was adopted for the study through the grounded theory approach. It utilized grounded theory as a research design and interpretive paradigm to guide the researcher. Data was collected using semistructured interviews as a data collection instrument. The sample consisted of eight teachers as participants from rural and urban high schools in the Mangaung District in Free State Province in South Africa. The study adopted purposive sampling techniques to select participants. Participants were qualified and experienced teachers with teaching qualifications and more than two years of teaching experience. The data was analysed using thematic analysis as a method of analysis. The thematic results revealed that teachers experience various challenges in implementing selective learning to enhance effective learning interest among Grade 10 learners. These include lack of adaptation, confusion, lack of teachers’ training, and shortage of resources. This study concludes that selective learning could be a helpful tool for enhancing compelling learning interest in South African schools regardless of the implementation challenges.

Keywords: Selective learning, Learning Interest, Grade 10 Teachers, Shortage of Resources, Grade 10 Learners

BIBLIOGRAPHY

Acharya, Anita S, Anupam Prakash, Pikee Saxena, and Aruna Nigam. “Sampling: Why and How of It.” Indian Journal of Medical Specialties 4, no. 2 (2013): 330–33.

Alsubaie, Merfat Ayesh. “Curriculum Development: Teacher Involvement in Curriculum Development.” Journal of Education and Practice 7, no. 9 (2016): 106–7.

Alvi, Mohsin. “A Manual for Selecting Sampling Techniques in Research,” 2016.

Aspers, Patrik, and Ugo Corte. “What Is Qualitative in Qualitative Research.” Qualitative Sociology 42, no. 2 (June 27, 2019): 139–60. https://doi.org/10.1007/s11133-019-9413-7.

Barton, Georgina M, Susanne Garvis, and Mary E Ryan. “Curriculum to the Classroom: Investigating the Spatial Practices of Curriculum Implementation in Queensland Schools and Its Implications for Teacher Education.” Australian Journal of Teacher Education (Online) 39, no. 3 (2014): 166–77.

Birks, Melanie, and Jane Mills. Grounded Theory: A Practical Guide. Sage, 2022.

Bytheway, Julie A. “Using Grounded Theory to Explore Learners’ Perspectives of Workplace Learning.” International Journal of Work-Integrated Learning 19, no. 3 (2018): 249–59.

Campbell, Steve, Melanie Greenwood, Sarah Prior, Toniele Shearer, Kerrie Walkem, Sarah Young, Danielle Bywaters, and Kim Walker. “Purposive Sampling: Complex or Simple? Research Case Examples.” Journal of Research in Nursing 25, no. 8 (2020): 652–61.

Chaudhary, Gautam Kumar. “Factors Affecting Curriculum Implementation for Students.” International Journal of Applied Research 1, no. 12 (2015): 984–86.

Chun Tie, Ylona, Melanie Birks, and Karen Francis. “Grounded Theory Research: A Design Framework for Novice Researchers.” SAGE Open Medicine 7 (2019): 2050312118822927.

Clarke, V Victoria, and Virginia. Braun. “Thematic Analysis. .” In Encyclopedia of Critical Psychology, 1947–52. New York, NY.: Springer, 2014.

Cohen, Louis, Lawrence Manion, and Keith Morrison. Research Methods in Education. routledge, 2017.

DeJonckheere, Melissa, and Lisa M Vaughn. “Semistructured Interviewing in Primary Care Research: A Balance of Relationship and Rigour.” Family Medicine and Community Health 7, no. 2 (2019).

Delgoshaei, Yalda, and Neda Delavari. “Applying Multiple-Intelligence Approach to Education and Analyzing Its Impact on Cognitive Development of Pre-School Children.” Procedia-Social and Behavioral Sciences 32 (2012): 361–66.

Dlova, Nombulelo. “Examining the Challenges Experienced by Teachers with the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 Physical Sciences in an Education District in the Eastern Cape Province,” 2019.

Dolati, Zahra, and Abdorreza Tahriri. “EFL Teachers’ Multiple Intelligences and Their Classroom Practice.” SAGE Open 7, no. 3 (2017): 2158244017722582.

Ejike, C N, and G E Oke. “Challenges of Curriculum Implementation and the Realization of National Philosophy of Education in Nigeria.” International Journal of Management, Social Sciences, Peace and Conflict Studies 1, no. 1 (2018): 62–67.

Eloff, Irma, and Estelle Swart. Understanding Educational Psychology. Cape Town: Juta Legal and Academic Publishers., 2018.

Etikan, Ilker, Sulaiman Abubakar Musa, and Rukayya Sunusi Alkassim. “Comparison of Convenience Sampling and Purposive Sampling.” American Journal of Theoretical and Applied Statistics 5, no. 1 (2016): 1–4.

Fajarwati, Dian, Tri Joko Raharjo, and Samsudi Samsudi. “The Implementation of Multiple Intelligence-Based School Management.” The Journal of Educational Development 4, no. 1 (2016): 31–36.

Gudyanga, Remeredzayi, and Loyiso C Jita. “Mapping Physical Sciences Teachers’ Concerns Regarding the New Curriculum in South Africa.” Issues in Educational Research 28, no. 2 (2018): 405–21.

Hussein, Mohamed El, Sandra Hirst, Vince Salyers, and Joseph Osuji. “Using Grounded Theory as a Method of Inquiry: Advantages and Disadvantages.” The Qualitative Report 19, no. 27 (2014).

Islam, Md Asadul, and Faraj Mazyed Faraj Aldaihani. “Justification for Adopting Qualitative Research Method, Research Approaches, Sampling Strategy, Sample Size, Interview Method, Saturation, and Data Analysis.” Journal of International Business and Management 5, no. 1 (2022): 1–11.

Kasture Padmaja. B. “ Grounded Theory Designs a New Approach of Qualitative Research .” Journal for Interdisciplinary Studies 4, no. 26 (2016): 2725-2729.

Maharajh, Lokesh R, Thandi Nkosi, and Mbekelezi C Mkhize. “Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal.” Africa’s Public Service Delivery & Performance Review 4, no. 3 (2016): 371–88.

Mandukwini, Nompumelelo. “Challenges towards Curriculum Implementation in High Schools in Mount Fletcher District, Eastern Cape.,” 2016.

Mbatha, Mvikeleni Goodwill. “Teachers’ Experiences of Implementing the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 in Selected Schools at Ndwedwe in Durban.,” 2016.

McGuirk, Pauline M, and Phillip O’Neill. “Using Questionnaires in Qualitative Human Geography,” 2016.

Means, Barbara, Haiwen Wang, Viki Young, Vanessa L Peters, and Sharon J Lynch. “STEM‐focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs.” Journal of Research in Science Teaching 53, no. 5 (2016): 709–36.

Meier, Corinne, and Joyce West. “Overcrowded Classrooms–the Achilles Heel of South African Education?” South African Journal of Childhood Education 10, no. 1 (2020): 1–10.

Miric, H. “Selective Learning in Adult Traumatic Brain Injury. .” The University of Texas., 2018.

Molapo, Moyahabo Rodgers, and Venitha Pillay. “Politicising Curriculum Implementation: The Case of Primary Schools.” South African Journal of Education 38, no. 1 (2018): 1–9.

Musitha, Mavhungu E, and Mavhungu A Mafukata. “Crisis of Decolonising Education: Curriculum Implementation in Limpopo Province of South Africa.” Africa’s Public Service Delivery and Performance Review 6, no. 1 (2018): 1–8.

Nevenglosky, E. A., C. Cale, and S. P. Aguilar. “Barriers to Effective Curriculum Implementation.” Research in Higher Education Journal 36 (2019).

Nie, Yong. “Combining Narrative Analysis, Grounded Theory and Qualitative Data Analysis Software to Develop a Case Study Research.” Journal of Management Research 9, no. 2 (2017): 53–70.

Ogar, Odey Edward, and Frederick Awhen Opoh. “Teachers Perceived Problems of Curriculum Implementation in Tertiary Institutions in Cross River State of Nigeria.” Journal of Education and Practice 6, no. 19 (2015): 145–51.

Pak, Katie, Morgan S Polikoff, Laura M Desimone, and Erica Saldívar García. “The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform.” AERA Open 6, no. 2 (2020): 2332858420932828.

Pandey, Neeta. “Barriers to Effective Curriculum Implementation.” Techno Learn 8, no. 2 (2018): 65–69.

Peters, Kath, and Elizabeth Halcomb. “Interviews in Qualitative Research.” Nurse Researcher (2014+) 22, no. 4 (2015): 6.

Pham, Lan Thi Mai. “Qualitative Approach to Research a Review of Advantages and Disadvantages of Three Paradigms: Positivism, Interpretivism and Critical Inquiry.” University of Adelaide, 2018.

Plessis, Pierre Du, and Raj Mestry. “Teachers for Rural Schools–a Challenge for South Africa.” South African Journal of Education 39 (2019).

Ramnarain, Umesh. “Understanding the Influence of Intrinsic and Extrinsic Factors on Inquiry‐based Science Education at Township Schools in South Africa.” Journal of Research in Science Teaching 53, no. 4 (2016): 598–619.

Rehman, Adil Abdul, and Khalid Alharthi. “An Introduction to Research Paradigms.” International Journal of Educational Investigations 3, no. 8 (2016): 51–59.

Renz, Susan M, Jane M Carrington, and Terry A Badger. “Two Strategies for Qualitative Content Analysis: An Intramethod Approach to Triangulation.” Qualitative Health Research 28, no. 5 (2018): 824–31.

Schramm, Garrett E, Prasanna P Narayanan, Darryl S Chutka, and Wayne T Nicholson. “Implementation of an Interprofessional Clinical Pharmacology Selective Learning Experience for Pharmacy Residents and Medical Students.” American Journal of Health-System Pharmacy 74, no. 6 (2017): 397–401.

Taole, Matshidiso Joyce. “Towards a Meaningful Curriculum Implementation in South African Schools: Senior Phase Teachers’ Experiences.” Africa Education Review 12, no. 2 (2015): 266–79.

Terry, Gareth, Nikki Hayfield, Victoria Clarke, and Virginia Braun. “Thematic Analysis.” The SAGE Handbook of Qualitative Research in Psychology 2 (2017): 17–37.

Tubey, Ruth J, Jacob K Rotich, and Joseph K Bengat. “Research Paradigms,” 2015.

Turner, Carley, and Felicity Astin. “Grounded Theory: What Makes a Grounded Theory Study?” European Journal of Cardiovascular Nursing 20, no. 3 (2021): 285–89.

Vaismoradi, Mojtaba, Jacqueline Jones, Hannele Turunen, and Sherrill Snelgrove. “Theme Development in Qualitative Content Analysis and Thematic Analysis,” 2016.

Venville, Grady, and Mary Oliver. “The Impact of a Cognitive Acceleration Programme in Science on Students in an Academically Selective High School.” Thinking Skills and Creativity 15 (2015): 48–60.

Visser, Mariette, Andrea Juan, and Nosisi Feza. “Home and School Resources as Predictors of Mathematics Performance in South Africa.” South African Journal of Education 35, no. 1 (2015).

Wagner, Claire, Barbara Kawulich, and Mark Garner. EBOOK: Doing Social Research: A Global Context. McGraw Hill, 2012.

Yulianti, Kartika. “The New Curriculum Implementation in Indonesia: A Study in Two Primary Schools,” 2015.

ABOUT AUTHOR(S)

Katlego Mabulana is currently a Lecturer in Psychology of Education, School for Education, University of Limpopo, South Africa. Katlego Mabulana is also a student at the University of the Free State (UFS, South Africa), pursuing her Doctoral degree in Psychology of Education. Katlego has worked within the higher education sector for the past ten years in student engagement roles. She has passion for research, psychology and education. For her masters degree the research project was entitled: Using Selective Learning to enhance effective learning interest. Her knowledge in research and in particular the passion for using psychology and education together was sharpened by a number of work experiences with students, guiding them through their academic journey. Katlego is an early career researcher, worked as an online Lecturer with the Durban University of Technology in the year 2022 , and worked as an academic advisor dealing with curriculum advice at the University of the Free State for 9 years (2014-2023).

Dr. Mukuna Kananga Robert is currently a Senior Lecturer at the University of Free State, Faculty of Education, Educational Psychology, Department of Educational Foundations, South Africa. He is the International Journal of Studies in Psychology initiator. He was a postdoc fellow, Ph.D. and Masters holder in Educational Psychology from the University of the Western Cape. He completed his Honours degree in Industrial Psychology from the University of Lubumbashi, Democratic Republic of Congo (DRC). He serves as a Special Interest Group leader for the Psychosocialities of Teaching and Learning, Faculty of Education, UFS. He is passionate about research, focusing on Psychological Assessment, Psychosocial Factors, Rural Education, Inclusive Education, Multiculturalism, Educational Psychology, and Community Psychology. He is an NRF Funding holder. He is an academic champion of the International collaboration Engagement between the University of the Free State and the Ludwigsburg University of Education (Germany). He was a postdoc fellow, Ph.D. and Masters holder in Educational Psychology from the University of the Western Cape, South Africa. He completed his Honours degree in Industrial Psychology from the University of Lubumbashi, Democratic Republic of Congo (DRC). He serves as a Special Interest Group leader for the Psychosocialities of Teaching and Learning, Faculty of Education, UFS. He is passionate about research, focusing on Psychological Assessment, Psychosocial Factors, Rural Education, Inclusive Education, Multiculturalism, Educational Psychology, and Community Psychology. He is an NRF Funding holder. He is an academic champion of the International collaboration Engagement between the University of the Free State and the Ludwigsburg University of Education (Germany).

TO CITE ARTICLE

Mabulana, Katlego & Mukuna, Kananga Robert. “Challenges Encountered by Grade 10 Teachers in Implementing Selective Learning for Enhancing Learning Interest in Rural Schools in South Africa.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 195-205. https://doi.org/10.38159/ehass.202341217