Teaching of literacy competencies to learners in overcrowded classrooms in the Mamaila circuit, Mopani district.

The aim of the study was to investigate the teaching strategies being used by teachers teaching literacy competencies in overcrowded classrooms of Mamaila Circuit primary schools. The study followed a qualitative approach. The design was a case study. The literacy competences were in the home language Sepedi and first additional language English. The grades covered by the study were grade 4 and grade 6. At grade 4 the learners enter the Intermediate Phase after they finish the Foundation Phase at grade 3. At grade 6 the learners exit the Intermediate Phase. The sample comprising 12 teachers was drawn from three primary schools. In-depth interviews were conducted using an interview guide whose questions were formulated from the research questions. Data were analysed thematically. The least overcrowded classroom in the sample had 51 learners and the most overcrowded classroom had 139 learners out of a recommended 1:40 teacher to pupil ratio for primary schools. One of the findings was that the most common teaching strategy amongst others was that of grouping learners according to mixed abilities and appointing group leaders from amongst the learners adjudged to be more capable in terms of reading skills. There were learners with learning barriers who did not benefit from any of the strategies in place. These learners were disadvantaged as there were no education psychologists at school, circuit and district education offices to attend to their needs. These learners were kept in the conventional schools for lack of special schools that could cater for them. The study has recommended on teaching strategies that the grouping method must have rotational group leadership so that the initially most ‘capable’ learners do not feel entitled to leading other learners. The most common method for assessing the effectiveness of the mixed ability grouping strategy was to keep numbers of learners who at beginning of the each term had reading and writing challenges. The teachers claim that the numbers of poorly literate learners decreased from first to fourth term of the year. While the teachers found the grouping method effective the study warned the over-reliance by teachers on shedding off their responsibilities to group leaders could be interpreted as abusing the learners. The study made suggestions for further studies at the end of the report.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2018

Author dc:creator

• Matshipi, Molimisi Gilbert

Advisors dc:contributor.advisor

• Kutame, A.P.
• Gamede, B.T.

• Literacy
• Foundation phase

Licence

• https://devspace.unizulu.ac.za/bitstreams/aac8d617-1067-4d0a-b3a6-101e2748feb5/download