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Fadiji, Angelina Wilson; Reddy, Vijay – South African Journal of Education, 2020
An extensive body of research exists on the background characteristics that predict learner achievement. However, in South Africa, little attention has been paid to the level of educational aspirations and the factors that shape the level of aspirations. Using a bio-ecological systems theory of development, we explored the role of gender,…
Descriptors: Foreign Countries, Academic Aspiration, Family Environment, Gender Differences
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Tsuei, Mengping; Huang, Hsiu-Wen; Cheng, Shu-Fen – South African Journal of Education, 2020
Reading competence is one of the most critical skills for children's academic success. In the study reported on here we proposed an integrated peer-tutoring strategy for reading comprehension that employs e-books for elementary school students. The effects of this strategy on children's reading comprehension were investigated using a…
Descriptors: Peer Teaching, Reading Strategies, Instructional Effectiveness, Reading Comprehension
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van Aswegen, Suzanne; Swart, Estelle; Oswald, Marietjie M. – South African Journal of Education, 2019
Being aware of our thinking as we perform learning tasks and then using this knowledge to actively self-regulate what we are doing, is commonly known as metacognition. This study investigated the influence of a story-based intervention on the development of metacognition among Intermediate Phase learners engaged in content area learning. Two…
Descriptors: Metacognition, Story Telling, Public Schools, Elementary School Students
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Malebese, M. L. – South African Journal of Education, 2019
Socially inclusive strategies encourage empowering, progressive and sustainable responses to social challenges and needs. These strategies are made possible through inclusion and equitable consideration of diverse contributions of those affected by the problems, and who feel obliged to find solutions to the problems. In this paper, the principles…
Descriptors: Participatory Research, Action Research, Discourse Analysis, Listening Skills
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Combrinck, Celeste; Mtsatse, Nangamso – South African Journal of Education, 2019
South Africa participated in the electronic version of the Progress in International Reading Literacy Study (ePIRLS) in 2016 but faced many challenges during implementation. Accurate databases on information and communication technologies (ICT) capacity of schools were not available for sampling in Gauteng, many schools had old and/or…
Descriptors: Foreign Countries, Grade 4, International Assessment, Achievement Tests
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Pfeiffer, Verbra – South African Journal of Education, 2018
A key concern today is the question of homework in our nation's public schools. In this study, an investigation was conducted with the first no-homework policy, which has been introduced in one of the primary schools in the Western Cape. This study seeks to determine whether a no-homework policy will validate a positive or negative effect on…
Descriptors: Homework, School Policy, Case Studies, Public Schools
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Sibanda, Jabulani – South African Journal of Education, 2017
This paper interrogates the complexity of language use at the Grade Three-Four transition, using the South African context as a microcosm of similar educational systems. The paper describes the complex nature of the transition, particularly within a second language (L2) instructional context. It explores the dissonance between and among theory,…
Descriptors: Grade 3, Grade 4, Theory Practice Relationship, Language of Instruction
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Fleisch, Brahm; Taylor, Stephen; Schöer, Volker; Mabogoane, Thabo – South African Journal of Education, 2017
This article illustrates the value of large-scale impact evaluations with counterfactual components. It begins by exploring the limitations of small-scale impact studies, which do not allow reliable inference to a wider population or which do not use valid comparison groups. The paper then describes the design features of a recent large-scale…
Descriptors: Randomized Controlled Trials, Reading Programs, Educational Improvement, Improvement Programs
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Hill, Jillian; Draper, Catherine E.; De Villiers, Anniza; Fourie, Jean M.; Mohamed, Suraya; Parker, Whadi-ah; Steyn, Nelia – South African Journal of Education, 2015
This study explores the feasibility of implementing the curriculum and action-planning components of the HealthKick (HK) intervention in eight low-resourced schools in the Western Cape, South Africa. Process evaluation comprising workshops and personal interactions with teachers and principals were followed up with semi-structured interviews and…
Descriptors: Foreign Countries, Health Promotion, Life Style, Program Effectiveness
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Wolhuter, C. C. – South African Journal of Education, 2014
The aim of this article is to present a systematic, holistic evaluation of the South African education system, using international benchmarks as the yardstick. A theoretical model for the evaluation of a national education project is constructed. This consists of three dimensions, namely: a quantitative dimension, a qualitative dimension, and an…
Descriptors: International Education, Foreign Countries, Educational Quality, Comparative Education
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van Staden, Surette; Bosker, Roel – South African Journal of Education, 2014
This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll's model of school learning. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 learners' results substantially below…
Descriptors: Foreign Countries, Evidence, Reading Achievement, Literacy
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Zimmerman, Lisa; Smit, Brigitte – South African Journal of Education, 2014
The South African 2006 and 2011 Progress in International Reading Literacy Study (PIRLS) findings continue to highlight major concerns about the quality of reading literacy teaching in primary schools. Of specific concern is the lack of representation of the sampled South African learners at the PIRLS international benchmarks, revealing a distinct…
Descriptors: Foreign Countries, Reading Comprehension, Grade 4, Reading Achievement
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Botes, Hendrik; Mji, Andile – South African Journal of Education, 2010
Language and education are interrelated because all teaching is given through the medium of language. Language is considered to be both a precondition for thought and a bearer of thought and therefore influences the extent to which a child's intelligence is actualised. In the South African context linguistic diversity is a complex issue. It has…
Descriptors: Language Usage, Mathematics Instruction, English (Second Language), Quasiexperimental Design
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Aldridge, Jill; Fraser, Barry; Ntuli, Sipho – South African Journal of Education, 2009
We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class? (WIHIC-Primary) questionnaire to their 1,077…
Descriptors: Distance Education, Educational Technology, Technology Uses in Education, Questionnaires
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Nel, Mirna; Theron, Linda – South African Journal of Education, 2008
Some Grade 4 educators have expressed feelings of ineptitude regarding the support of ESL (English Second Language) learners with limited English proficiency as they do not know how to support these learners effectively. Their litany emphasises ESL educators' need for supportive and preventive intervention. A story-based Language Enrichment…
Descriptors: Grade 4, Language Enrichment, Elementary School Students, English (Second Language)
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