Factors that determine the choice of instructional strategies in teaching the SiSwati language in primary schools

Motsa, Lungile; Bhebhe, Sithulisiwe; Nxumalo, Zodwa G.

doi:10.26643/gis.v14i3.1968

Cited by 1 publication

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“…Limited resources makes activity-based/experimental tasks like debates, discussions, dramatizations and role play to be used by teachers minimally though most learners get interested with them. This is contrary to Motsa et al (2019) who found that teachers used strategies in which learners' responses are high. Teachers felt that use of PBL is costly in that it requires provision of teaching material and resources like language laboratories, enough texts books and ICT facilities, while schools do not have .…”

Section: Discussioncontrasting

confidence: 84%

“…Findings revealed that it improves students' academic performance greatly. Motsa, et al (2019) studied the factors that determine the choice of instructional strategies in teaching the siSwati language in primary schools of Eswatini. The findings revealed that teachers tend to use those strategies in which the learner's responses are high and those that make learners perform well regardless of whether they are traditional.…”

Section: Empirical Studiesmentioning

confidence: 99%

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Experiences of Senior Secondary School siSwati Teachers on Use of Project-Based Learning

Mkhonta-Khoza

2023

JEP

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Purpose: The 21st century challenges make Project-Based Learning (PBL) “the” language teaching method that develops skills with learners. The study explored experiences of Eswatini senior secondary school siSwati teachers on use of PBL, a case study of schools in the Manzini region, Kwaluseni cluster. The objectives of the study were to; ascertain senior secondary school siSwati teachers’ views on use of PBL and to determine senior secondary school siSwati teachers’ views on the factors that allow for effective use of PBL. Methodology: The study employed the qualitative design; a six (6) item online interview guide and a focus group discussion guide with four (4) items designed by the researcher were used for data collection. Purposive sampling was used to select five (5) schools and ten (10) teachers as participants from Manzini region, Kwaluseni. Data was analyzed using content analysis. Findings: Teachers viewed use of PBL as practical; offering opportunity for use of ICT resources and parental/guardian involvement. Teachers’ experiences were that availability of resources; parental support and teacher-knowledge on use of PBL were factors that allow for effective use of PBL. Unique Contribution to Theory, Policy and Practice: The study concluded that PBL is not only a practical but a collaborative approach that engages the learner with human resources; the teacher and the parent and physical resources as well. The recommendations were; provision of resources; revival of teacher-learner-parent relationships and capacitation of teachers on use of PB to teach and assess.

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Section: Discussioncontrasting

confidence: 84%

Section: Empirical Studiesmentioning

confidence: 99%