Browsing Faculty of Education by Title
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Ramatlapana, K.A. (Springer Netherlands. http://www.springerlink.com, April NaN, 2009)[more][less]
Abstract: Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge banks are the result of the impact of in-service training. This study investigated the perceptions of mathematics and science teachers in Botswana towards in-service provision by the Department of Mathematics and Science Education In-service Training unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting teachers through training programmes that enable them to take ownership of their professional development. Data were collected from a sample of 42 senior Mathematics and Science secondary school teachers, using structured interviews with open-ended questions, which were analyzed qualitatively. The findings show that teachers’ concerns included the lack of impact of current in-service training programmes on the education system, no regular follow-up activities to support the one-off workshops and insufficient skills acquired to sustain the implementation of the strategies solicited by the workshops. URI: http://hdl.handle.net/10311/561 Files in this item: 1
Ramatlapana_JMTE_2009.pdf (647.0Kb) -
Mahgoub Salah, E.O.; Elbashir Hayat Z.E. (Informa Healthcare http://www.informaworld.com, May NaN, 2009)[more][less]
Abstract: Seeds of an inbred line (B-11-90) of Karkadeh (Hibiscus sabdariffa) were investigated for their proximate composition (AOAC methods), nitrogen solubility and protein isolate (Karkadeh seed protein isolates [KSPI]) functional properties (standard methods). The fat and protein contents of the seeds were 22.43% and 32.46%, respectively. Nitrogen solubility was good in both water and 1.0 M NaCl at alkaline pH rather than at acidic pH, with better solubility at higher pH levels in water than in 1.0 M NaCl. The functional properties of the KSPI were as follows: water absorption capacity, 181 ml/100 g; fat absorption capacity, 110 ml/100 g; bulk density, 0.77 g/ml; and apparent viscosity (at 208C), 13.42 cps. KSPI showed a maximum foaming capacity at pH 12 and 1.6 M NaCl, a maximum emulsification capacity at pH 11 and 1.8 M NaCl, and a weaker foam stability at neutral pH than at acidic or alkaline pH, with a better foam stability at alkaline pH. The foam stability was considerably improved by treatment with 1.6 M NaCl. URI: http://hdl.handle.net/10311/726 Files in this item: 1
Mahgoub_IJFSN_2009.pdf (900.3Kb) -
Mokgothu, C.J.; Adegbesan, O.A. (African Educational Research Network (AERN), http://www.ncsu.edu/aern/links.htm, June NaN, 2009)[more][less]
Abstract: This study provides information on the psychological and sociocultural correlates of motor skill development of athletes in Botswana. Seventy-three (73) student athletes were sampled on a psycho-sociocultural and motor skills development questionnaire. Results indicated a positive and moderate relationship of the psychological and sociocultural variables on the athletes' motor skill development. Also, significant gender differences were not (P>.05) apparent in mean rating with the psychological and sociocultural variables as they influenced the athlets' motor skill development. URI: http://hdl.handle.net/10311/976 Files in this item: 1
Mokgothu_2009.pdf (540.6Kb) -
Adeyemi, D.A. (IJSRE, http://www.ijsre.com, March NaN, 2011)[more][less]
Abstract: Recently, the reading-writing connection has come into focus as an area that can be exploited to address English as a second language (ESL) writing skills development. This is because various studies have identified ESL writing as being grossly inadequate both at the junior secondary, senior secondary and college levels in Botswana and elsewhere in Africa where English is learned as a second language (L2). Even in situations where English is taught as the first language (L1), the problem of writing persists. This paper discusses ESL composition teaching and learning issues by looking at the integration of reader-response based pedagogy with process writing as a way of improving the learning and teaching of composition writing skills at the junior secondary school level in Botswana. The paper also discusses the implications of this strategy in writing pedagogy and the procedure for its use in composition writing skills development. URI: http://hdl.handle.net/10311/1013 Files in this item: 1
Adeyemi_IJSE_2011.pdf (688.4Kb) -
Nleya, P.T. (Athabasca University Press, http://www.aupress.ca/index.php, NaN, 2009)[more][less]
Abstract: The rapid growth and modernization of economies in developing countries like Botswana creates new and unmet demands for certain kinds of educated and skilled labour. The expansion of secondary and tertiary school systems has also created a problem of unemployed school leavers. The growth of Information and Communication Technologies (ICTs), globalization and the digital divide likewise, have together put new pressures on developing countries to accelerate their development to meet these demands. This paper reports the results of a survey that sought to assess levels of eLearning readiness, applications and trainee requirements in Botswana’s private sector. Such baseline data can inform policymakers and researchers and promote the transformation required of private sector companies to become learning organizations. The findings suggested that eLearning readiness (eReadiness) levels were moderate to low, and that archaic technology (i.e., overhead projection) was used by more than half of the private sector organizations for training (with far less than half using digital eLearning applications). While the overall findings suggested low levels of eLearning readiness, applications and trainee requirements in Botswana’s private sector, seventy percent of trainers reported that their organizations encouraged them to acquire basic computer skills to facilitate eLearning. The current eLearning situation in Botswana, and the literature reviewed, demonstrates that the integration of ICTs in both developing and developed countries was a gradual process. Public-Private Partnerships (PPPs) have expedited the change process in developed countries. However, several limitations are associated with such partnerships and this renders lessons for developing countries to emulate. URI: http://hdl.handle.net/10311/1046 Files in this item: 1
Nleya_CJLT_2009.pdf (2.629Mb) -
Oduaran, A.; Modise, O.M. (Washington State University, http://www.wsu.edu/~wjbs, NaN, 2009)[more][less]
Abstract: The Department of Out of School Education and Training, Ministry of Education and Skills Development, Republic of Botswana has been engaged in a rigorous exercise to reform the adult basic education program. In this paper, we discuss briefly how the issues of relevance, equivalence and progression have been applied to the planning process built into the adult basic education program. We argue that a suitable progression scheme is required to enable adult learners to move on to an adult relevant post-basic education program which would enable them to acquire a recognisable certificate that can help them fit into the learning society and knowledge economy being created in Botswana. URI: http://hdl.handle.net/10311/638 Files in this item: 1
ODUARAN_WJBS_2009.pdf (2.972Mb) -
Nenty, H.J. (Kamla-Raj Enterprises http://www.krepublishers.com, April NaN, 2009)[more][less]
Abstract: At the students’ level, researchers’ orientation tends to be undefined and hence students easily fall prey to having their orientation determined by factors other than those related to the nature of their research problems. The difficulties they experience especially in quantitative methods, biased supervisory advice, research orientations and motivational factors constitute some level of impediment to content learning, choice of research problem and to students’ views of the importance of research skills for their future work. The tendency is for them to narrow their choice of problem to only that which will suit their non-crystallized orientation. This exploratory study tried to look at such interconnected web and to determine the influence of research orientation on some research-related affective and cognitive behviour of UB graduate education students. To test the six research hypotheses posited to guide the study, data were collected from 78 UB graduate education students who registered for education research courses in 2006. These hypotheses were tested by carrying out z-test of independent proportion, chi-square analyses and one-way ANOVA statistical analyses. The results showed that a significantly higher proportion of the students prefer qualitative to quantitative research and gender has a significant influence on such preference. Research orientation was found to have significant influence on attitude towards research, research motivation, and perceived level of intellectual demand by research; but not on intention to enroll in a doctoral programme; willingness to be involved in research study; and their self-reported academic performance in research course. Problem with numbers was found to be a significant determinant of students’ research orientation. These results were discussed and recommendations made. URI: http://hdl.handle.net/10311/732 Files in this item: 1
Nenty_JSS_2009.pdf (637.8Kb) -
Chilisa, B.; Ntseane, G. (GE, http://www.tandfonline.com/loi/cgee20, November NaN, 2010)[more][less]
Abstract: In this paper we explore tensions between Western gender theory and research, and post‐colonial and indigenous feminist standpoints, which challenge us to re-define our roles as feminist-activist educators and researchers working with formerly colonised and historically marginalised communities. We discuss how African and Black feminist approaches can enable the construction of context-specific knowledge of African women’s power via relational world views of motherhood, family, sisterhood and friendship. In contrast, the application of Western gender theory and policy in Botswana has tended to reduce women and girls’ experiences to the categories of ‘victim’ and ‘other’. We illustrate how Western male hegemony enters the school through subjects such as religion and can be typically reinforced through Tswana culture, embodied in language and rituals, generating multiple centres of oppression for girls/women in the education system and the public space. The paper explores ethical and transformative ways of approaching this complexity that can account for how girls and women negotiate and resist patriarchal power. Through analysis of empirical research narratives from several gender‐ and education-focused studies, we explore strategies for decolonising Euro-Western archival knowledge and challenging dominant, patriarchal, colonial research methodologies. Finally, we outline the role of the activist feminist researcher as transformative healer, who resists dominant research discourses in order to develop processes of social justice and healing in the community. URI: http://hdl.handle.net/10311/1074 Files in this item: 1
Chilisa_GE_2010.pdf (4.065Mb) -
Nnyepi, M.S. (Medpharm Publications (Pty) Ltd., http://www.medpharm.co.za, NaN, 2009)[more][less]
Abstract: Objectives: The objectives of this study were to 1)to determine the proportion of people living with HIV/AIDS (PLWHA) at risk of developing malnutrition, 2) to determine the prevalence of malnutrition (BMI < 18.5 kg/m2, and 3)to describe the dietary intake and other nutrition parameters of PLWHA with membership in support groups. Design: Descriptive cross-sectionals study. Setting: Six support groups in Gaborone and neighboring locations. Subjects: Consenting, free- living HIV-positive adults 20-50 years of age with membership in support groups PLWHA. Outcome measures: The subjects' risk of developing malnutrition was established using a modified subjective global assessment (SGA)screening tool. Subjects with an SGA score ≥ 4 were classified as being at high risk of developing malnutrition. Results: From 145 PLWHA screened, 47.5% (n=69)were found to be at high risk of developing malnutrition (SGA score ≥ 4) and 28.5%(n=41) were malnourished (BMI <18.5 kg/m2). In the sample with SGA scores ≥ 4, 52.2% (n=35) presented with BMI <18.5 kg/m2. These two groups also reported more unintentional weight loss, gastrointestinal symptoms, and other conditions commonly associated with a high risk of developing malnutrition. PLWHA with membership in support groups also had low educational attainment and high unemployment rates. A total of 47% of subjects with an SGA score ≥ 4 needed food assistance. Conclusions: Almost 50% of PLWHA with membership in support groups for PLWHA are at risk of developing malnutrition, while about 30% have a BMI <18.5 kg/m2. Nutrition screening can also help to identify those PLWHA with BMI>18.5 kg/m2 who are still at high risk of developing malnutrition. Timely nutrition interventions can therefore be instituted in order to prevent deterioration in nutritional status. Description: Some symbols in the abstract may not be the same as in the original abstract. URI: http://hdl.handle.net/10311/966 Files in this item: 1
Nnyepi_SAJCN_2009.pdf (495.9Kb) -
Mosothwane, M. (IJSRE, http://www.ijsre.com, June NaN, 2012)[more][less]
Abstract: This study examines the role played by secondary school mathematics teachers in the development of mathematics curriculum. It was conducted using a sample of sixty senior secondary school mathematics teachers. The findings of the study suggest that the majority of senior secondary school teachers’ play only a minor role in the development of the mathematics curriculum, but are active in the implementation and production stages. Subjects of the study reported that full participation in the development of the curriculum would help them to better implement the material because they would feel they ‘own’ it. Teachers use a variety of teaching methods and materials to promote effective learning. A stronger mathematics curriculum for senior secondary schools would emerge if teachers were encouraged to participate in the development process. A lack of teacher participation in the development of senior secondary school mathematics curriculum has implications for mathematics teaching, particularly now as Botswana build’s its first university of science and technology. One such implication is the possibility of weaker students finding their way into the university and thus lowering the overall quality of mathematics performance. The paper concludes with suggestions and recommendations in the hope that these will help curriculum development officers to involve more senior secondary school teachers in the development of mathematics curriculum so as to strengthen mathematics education in Botswana. URI: http://hdl.handle.net/10311/1081 Files in this item: 1
Motsothwane_IJSRE_2012.pdf (1.608Mb) -
Pheko, B.C. (SAGE Publications. http://ema.sagepub.com, January NaN, 2008)[more][less]
Abstract: This article analyses the views of selected headteachers on the impact of the 10-year basic education policy on the leadership skills of secondary school headteachers in Botswana. Research literature on school leadership and management in Botswana is sparse. Despite this, demands for effective leadership in schools have continued as the education system changes. In 1996, the Botswana Government started to implement a 10-year basic education programme, which rapidly increased student numbers at both community junior and senior secondary schools and building projects for school expansion became the order of the day. Secondary school headteachers have to manage these changes. A central focus of this article is their perceptions of the practice used to appoint them, leadership skills required for the post, their leadership training, and how training for leadership can be improved to meet the educational changes. Using results of the interview data collected from eight selected secondary school headteachers, this article exposes the limitations of the practice and procedures that are used in appointing headteachers to school leadership position and the established procedures intended to develop a skilled leadership force in secondary education to ensure quality education. The article highlights the need for Botswana to establish a leadership training policy to guide the training of headteachers and ensure that schools become effective. URI: http://hdl.handle.net/10311/536 Files in this item: 1
Pheko_EMAL_2008.pdf (990.7Kb) -
Maruapula, S.D.; Jackson, J.C.; Holsten, J.; Shaibu, S.; Malete, L.; Wrotniak, B.; Ratcliffe, S.J.; Mokone, G.G.; Stettler, N.; Compher, C. (PHN, http://journals.cambridge.org/action/displayJournal?jid=phn, August NaN, 2011)[more][less]
Abstract: Objective: To describe patterns of food consumption associated with overweight\obesity (OW/OB) and their links to socio-economic status (SES) and urbanization. Design: A nationwide cross-sectional survey. Setting: Secondary schools in cities, towns and villages in Botswana, Africa. Subjects: A total of 746 adolescent schoolchildren. Results: OW/OB is associated with greater SES, city residence and a snack-food diet pattern. Students belonging to higher SES compared with those from a lower SES background reported significantly (P,0?01) more daily servings of snack foods (1?55 v. 0?76) and fewer servings of traditional diet foods (0?99 v. 1?68) and also reported that they ate meals outside the home more often (90% v. 72 %). Students in cities ate significantly (P,0?01) more servings of snacks (1?69 v. 1?05 v. 0?51) and fewer servings of traditional foods (0?67 v. 1?52 v. 1?61) compared with those in urban and rural villages. The odds of OW/OB were increased 1?16-fold with a snack-food diet, a result that was diminished when controlled for SES. Conclusions: These data suggest that nutritional transition occurs at different rates across urbanization and SES levels in Botswana. In cities, increasing the availability of fruit while reducing access to or portion sizes of snack items is important. Emphasis on continued intake of traditional foods may also be helpful as rural areas undergo economic and infrastructural development. URI: http://hdl.handle.net/10311/1137 Files in this item: 1
Maruapula_PHN_2011.pdf (112.3Kb) -
Cheng, C.; Jose, P.E.; Sheldon, K.M.; Singelis, T.M.; Cheung, M.W.L.; Tiliouine, H.; Alao, A.A.; Chio, J.H.M.; Lui, J.Y.M.; Chun, W.Y.; De Zavala, A.G.; Hukuzimana, A.; Hertel, J.; Liu, J.T.; Onyewadume, M.; Sims, C. (JCCP, http://jcc.sagepub.com, July NaN, 2011)[more][less]
Abstract: In this study, the authors tested four cultural models—independence, interdependence, conflict, and integration—that describe the hypothesized relationships between dimensions of self-construal and components of subjective well-being among individualistic and collectivistic countries. Collectivistic countries that have undergone rapid socioeconomic changes (i.e., East Asian countries) and those with limited changes (i.e., African countries) were differentiated. Participants were 791 university students from four Western countries, 749 university students from three East Asian countries, and 443 university students from three African countries. Findings provided some support for the applicability of (a) the independence model to individuals from Western countries and (b) the integration model to individuals from East Asian countries. Mixed results were found among the African countries. The interdependence model is more applicable to African participants from the sub-Saharan region, but the integration model is more applicable to those from the North African region. URI: http://hdl.handle.net/10311/1110 Files in this item: 1
Onyewadume_JCCP_2011.pdf (5.837Mb) -
Kamwendo, G. H. (Southern African Comparative and History of Education Society (SACHES). http://www.journals.co.za/ej/ejour_sare.html, October NaN, 2006)[more][less]
Abstract: During the first 30 years of Malawi’s independence (1964-1994), the country was under President Hastings Kamuzu Banda’s one-party authoritarian rule. In line with Banda’s nation-building ideology, Malawi pursued the policy of one nation, one party (the Malawi Congress Party), one leader (Life President Banda) and one national language (Chichewa). Despite the fact that Malawi is multilingual and multiethnic, the Banda regime created a political atmosphere under which non-Chewa ethnic and/or linguistic identities were suppressed. A political system was established that muzzled academic and other freedoms. Academia, for instance, was deprived of its critical and objective voice. The then only university, the University of Malawi, was carefully monitored to ensure that so-called subversive disciplines or topics were not on offer. Sociolinguistic research was one of the academic disciplines that did not enjoy meaningful academic freedom. The demise of the Banda regime in 1994 and the adoption of a new constitution that embraces various freedoms (including academic freedom) have meant that there are no longer political constraints on academic freedom. However, new forms of constraint on academic freedom have arisen. These are economic constraints, many emanating from the research-funding agencies’ agendas. URI: http://hdl.handle.net/10311/1106 Files in this item: 1
Kamwendo_SAREEP_2006.pdf (99.15Kb) -
Adeyemi, M.B. (IJSRE, http://www.ijsre.com, March NaN, 2011)[more][less]
Abstract: This paper focused on the positive stereotypes junior secondary school students have of nationalities outside Africa. In addition, the paper examined the sources of the positive stereotypes as perceived by the students while implications were drawn for teacher education. A sample of 105 students matched some positive stereotypes to some nationalities, using the Princeton Trilogy. According to the findings, ten nationalities appeared mostly when the positive attributes such as scientifically-minded, intelligent, industrious, efficient, sportsmanlike, democratic, straightforward, alert, pleasure-loving and patriotic were matched by the students with various nationalities from their perceptions. The sources of information of these positive stereotypes were attributed by the students to the Internet, stories, television programmes, textbooks, friends, newspapers, radio, teachers’ interaction, and other minor sources in that order. Some implications were drawn from the findings for teaching and teacher education which included the effective teaching of decision making processes, diversity through multicultural education, and the globalization of the teacher education programmes across the world. URI: http://hdl.handle.net/10311/973 Files in this item: 1
Adeyemi_IJSRE_2011.pdf (1.666Mb) -
Maruatona, T. (Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home, January 24, 2004)[more][less]
Abstract: Planning adult literacy education in developing nations is largely viewed as a technical process reserved for government officials at the Ministry of Education. This empirical study argues that in Botswana, state sponsored adult literacy asserts its hegemony and stifles learner participation and district initiatives. The paper provides an overview of the socio-economic and political situation in Botswana arguing that in spite of being a liberal democracy, the planning and implementation of adult literacy education is driven by central government officials and views learners as having similar experiences and treats them as passive consumers. It fails to employ literacy education to address social disparities based on ethnicity and gender. Finally, the paper suggests that the planning should be decentralized and use a participatory approach. URI: http://hdl.handle.net/10311/820 Files in this item: 1
Maruatona_IJED_2004.pdf (2.376Mb) -
Ajiboye, J.O. (African Educational Research Network (AERN), http://www.ncsu.edu/aern/links.htm, June NaN, 2009)[more][less]
Abstract: The primary goal of social studies is citizenship education. Social studies as citizenship education seek to provide students with knowledge, skills, and attitudes which will enable them to actively participate as citizens of a democracy. However, the extent to which the subject is achieving this goal since its introduction into the Botswana school curriculum in 1969 has been somewhat questionable. Recent evidence suggests that products of our schools are manifesting some behaviours that are not in tandem with good citizenship. This paper therefore examined the views of some primary school teachers in Botswana on the effectiveness of social studies in promoting citizenship training and self reliance among the learners. This is essentially a survey study. One hundred experienced teachers (with over ten years of teaching primary social studies) were purposively selected for the survey. A questionnaire tagged “Teachers’ perceptions of the effectiveness of social studies in developing appropriate citizenship education” with a reliability coefficient of 0.94 using Cronbach Alpha was used to collect data for the study. Two research questions were addressed in the study. Major findings in the study are: teachers poor rating of social studies as a tool for achieving citizenship training, more emphasis in social studies teaching is placed in theory rather than in practice, existence of few materials on social studies to assist teachers, and that social studies is failing largely to promote self reliance skills in the pupils. The implications of these findings for retooling social studies curriculum to achieve the goals of basic education in Botswana were discussed in the paper. URI: http://hdl.handle.net/10311/974 Files in this item: 1
AJIBOYE_TAS_2009.pdf (1.515Mb) -
Moswela, B (Kamla-Raj Enterprises; http://www.krepublishers.com/, NaN, 2007)[more][less]
Abstract: This article argues that a child's behaviour is influenced mainly by its family background and as such the parent should take full responsibility and accountability for the child's behaviour at school. The proposition to involve and make the parent more accountable should be legislated so that the courts should take action against parents who fail to do so. This argument is made following general concerns that parents are unduly relinquishing their pastoral roles to schools, thus making schools 'dumping grounds' for problem children. Proposals on how parental full participation in students' behaviour can be achieved end the paper. URI: http://hdl.handle.net/10311/206 Files in this item: 2
license.txt (1.998Kb)Moswela_JSS_2007.pdf (874.1Kb) -
Moswela, B. (Librarians of Institutes & Schools in Education (LISE); http://www2.worc.ac.uk/lise/, NaN, 2005)[more][less]
Abstract: This paper investigated the extent to which secondary school students make use of school libraries. It pursued this objective by first looking at the history of libraries; the concept of a library and the important role libraries play in society; how libraries world-wide have been lately under-funded and the effects thereof. The theoretical aspect of the paper was located in the school effectiveness literature. The empirical investigation was done using questionnaires administered to fourteen randomly selected high school classes of about 38 students each, the teacher librarian, and the school library. The paper concluded that although students satisfactorily use libraries, this is constrained by poorly funded and poorly stocked libraries. URI: http://hdl.handle.net/10311/208 Files in this item: 2
license.txt (1.998Kb)Moswela_ELJ_2005.pdf (2.568Mb) -
Mapolelo, Dumma C. (Taylor & Francis, http://www.informaworld.com, April 15, 2009)[more][less]
Abstract: This study documents students’ views about the nature of mathematics, the mathematics learning process and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants were senior secondary school students. Qualitative and quantitative methods were used to understand the students’ views about their experiences with mathematics learning and mathematics classroom environment. Interviews of students and mathematics lesson observations were analysed to understand how students view their mathematics classes. A questionnaire was used to solicit students’ views with regards to teaching approaches in mathematics classes. The results suggest that students consider learning and understanding mathematics to mean being successful in getting the correct answers. Students reported that in the majority of cases, the teaching of mathematics was lecture-oriented. Mathematics language was considered a barrier in learning some topics in mathematics. The use of informal language was also evident during mathematics class lessons. URI: http://hdl.handle.net/10311/1049 Files in this item: 1
Mapolelo_IJMEST_2009.pdf (1.507Mb)