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dc.contributor.advisor Mtshali, M. S. Motaung, Steven Zuzidlelenhle. 2023-10-16T09:52:34Z 2023-10-16T09:52:34Z 2023
dc.description Thesis (M.Ed. (Science Education)) -- University of Limpopo, 2023 en_US
dc.description.abstract The revised Basic Education curriculum has a significant influence on learning, teaching, and evaluation of Life Science in the laboratory or classroom. Practical examination must be an element of classroom teaching, learning, and evaluation in Life Sciences, according to the policy statement. However, there is still a lot of uncertainty about how educators perform practical examinations in their classes. This study investigated perceptions of Grade 10 and 11 Life Sciences educators on the practical assessments specifically the examination they are supposed to administer, as well as how they implement these exams and their experiences about their implementation. Rogan and Grayson's (2003) concept of curricular implementation were employed to frame this research. The implementation profile and capacity to innovate led the data analysis and research instrument for this study. An interpretive paradigm guided the application of a qualitative case study. To find respondents, both purposive and convenience sampling were employed. Educators at purposefully selected schools in the Lebowakgomo District were surveyed using a free -form or open-ended questionnaire. According to the findings of this study, educators do conduct practical examinations, but they have four fundamental attitudes regarding these assessments. Practical exams, according to educators, increase learners' attention, aid in managing learners’ behaviour in class, allow learners to be hands-on, and encourage learning of Life Sciences. However, an overwhelming 98 percent of educators had a negative perception of the practical examination implementation or had had negative experiences with it, with just 2 percent having positive perception. Because this positive perception is based just on one element, "Learners take practical examination seriously," the positive perception might also be perceived negatively. Educators' negative perceptions stem from a variety of issues, including a lack of resources for practical examination implementation, big classrooms, a lack of support from schools and parents for successful implementation of Life Sciences practical examination, and, finally, a lack of training in the implementation of practical work in general. There is a disconnect between the curriculum and the actual educators practice when they implement practical examination. The study found that practical examination implementation is poor and insufficient for effective teaching and learning. This study recommends that to improve practical examination implementation in schools, the government, the School Management Team (SMT), educators, communities, and other stakeholders must work together (Kibret & Adem, 2020). en_US
dc.format.extent xi, 120 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Educators en_US
dc.subject Life Science en_US
dc.subject Practical examination en_US
dc.subject.lcsh Biology -- Study and teaching (Secondary) en_US
dc.subject.lcsh Life sciences en_US
dc.subject.lcsh Teaching -- South Africa -- Limpopo en_US
dc.title An exploration of education's perceptions of the implementation of life sciences practical in grade 10 and 11 examinations in the Capricorn South District, Limpopo Province, South Africa en_US
dc.type Thesis en_US

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