Browsing by Author "Muthivhi, AE"

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    The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe
    (2011) Ndlovu, Sibonokuhle; Muthivhi, AE
    The study investigates the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. Using a case study of a specific primary school in Gwanda district, the study has found that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning. The analysis reveals the extent to which classroom teaching and learning has deteriorated and how the cultural practices of this specific tradition of schooling, impede on possibilities for meaningful learning activities in the classroom. The study contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development.
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    Tools for learning: a socio-cultural analysis of pedagogy in early reading competency
    (2014) Harrison, Giulietta Domenica; Muthivhi, AE; Hardman, Joanne
    This research aimed to understand how children learn to read and how best to facilitate early reading competencies. It examined pedagogic styles through a socio-cultural lens with a view to describing what currently yields results in South African Grade One classrooms. The participants were Grade One educators in both former Model C 1 schools and less privileged schools. This multiple case-study comprised a research demographic of 126 learners, 14 teachers and five schools. Use was made of a basal reading test, comprehension test, problem -solving test, film observations of teachers giving lessons, and teacher interviews. A coding schedule was designed to facilitate the analysis of pedagogic modes as observed in the film footage. The pedagogic modes were determined from a pilot study and the use of a Vygotskian framework. Ten modes were identified: use of existing knowledge, practicing a concept, collaborative learning, conscious mediation, use of the ZPD, scaffolded learning, rote learning, worksheet-based learning, ability-group teaching and didactic teaching. The first six modes are Vygotskian in nature, of which the first four were the most frequently used. Qualitative analysis of teacher interviews, together with a quantitative analysis of pedagogic modes, permitted comparison of what teachers said with what they did in their classrooms. A stratified sample of nine learners per teacher evidenced a significant improvement between the pre- and post-tests of literacy. Cross analysis of learner test results with pedagogic modes showed that collaborative learning was an effective tool for mediation. This research showed that use of Vygotskian principles was not fully developed. Some of the challenges faced in South African classrooms were revealed. Despite these challenges, learners did progress, even in underprivileged circumstances. A central message that emerged is that learners’ individual strengths and weaknesses are not adequately identified or catered for in Grade One classrooms, and their teachers need support in acquiring the skills to do so.