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Statistics for Education B: Research Report: Assignments 1-4
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- Cornerstone Institute
The full research report for Statistics for Education B. All 4 assignments attached. Grade received: 100%
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TOPIC: Teachers' Workload and Over-application in the Intermediate Phase (Grade4-6) CAPS Curriculum in South Africa
ASSIGNMENTS 1 – 4
(3: Hypothesis Tests & 4: Conclusion)
In partial fulfilment in Statistics for Education B at the Cornerstone Institute
By
Talym Schmidt
76707
10 October 2023
1
,Table of Contents
Introduction
1. Introduction and Background to the study…………….……….……..4
2. Problem statement and/ or Rationale…………………….….………..4
3. Research questions or hypotheses…………………….……………..4
4. Purpose of the study (objectives/aims)……………….………………4
5. Concluding remarks.…………………………………….…….………..4
Literature Review
6. Formulating a research question………………………………….…..6
7. Prior research…………………………………………………………...6
8. Short historical background……………………………..……………..6
9. Practical Significance……………………………………..………..…..7
10. Scholarly Significance……………………………………………...…7
11. Inclusions & Exclusions…………………………………….……….7-8
12. Insights
13. Methods of collecting data………………………………….….……..9
14. Sample of respondents………………………………………………11
15. Data types and Prospective Tests…………………………………..12
16. Randomly selected data…………………………………...…………12
17. Evidence
18. Graphs with descriptions……………………………………..…..14-18
19. Comments on data collected…………………………..…….………14
20. Comments on data collected………………………………….……..19
21. Communication
22. Classroom Observations…………………..………………………20-22
23. Addendum One
24. Questionnaire………………………………………………………..….23
25. Questionnaire Questions…………………………………………..…..24
26. Assignmnet 3: Hypothesis Testing…………………..……………..…25
2
,27. Correlation……………………………………………………….……….31
28. Boxplot……………………………………………………………………37
29. Assignment 4: Abstract…………………………………………….……41
30. Conclusion………………………………………………………………..43
References
Honor Pledge
3
, Introduction:
In the South African educational context, teachers in the Intermediate Phase (Grade
4-6) face numerous responsibilities, such as teaching inclusively, using multiple
languages, integrating technology, and identifying learners' individual needs,
including conditions like ADHD. This research aims to investigate whether teachers
in the Intermediate Phase are over-applied, leading to potential time constraints and
impacts on teaching and learning processes. By assessing the extent of teachers'
workload, this study will provide valuable insights into the challenges faced by
educators and contribute to the enhancement of educational practices in South
Africa.
The Intermediate Phase of the South African CAPS curriculum is a critical period for
students' development, laying the foundation for higher education. However,
teachers in this phase often face a multitude of tasks, both instructional and non-
instructional, which may impact their effectiveness and well-being. Identifying the
specific responsibilities placed on teachers and their perceived workload will help
understand the complexities of their roles and the potential implications on
educational outcomes. The primary research problem of this study is to determine
whether teachers in the Intermediate Phase of the South African CAPS curriculum
are over-applied, considering the various responsibilities they bear. Specifically, the
study aims to investigate the time-consuming nature of these tasks and how they
may influence the quality of teaching and learning experiences.
The research conducted will pursue the following objectives:
1. Identify the comprehensive list of responsibilities assigned to teachers in the
Intermediate Phase.
2. Allow teachers to indicate the specific tasks they consider essential in their
positions.
3. Assess the time allocated to each task and its impact on teaching and learning
processes.
4. Investigate the coping mechanisms employed by teachers to manage their
workload effectively.
The outcomes of this research hold the promise of substantial contributions to the
field of education in South Africa. The insights gained from understanding the extent
of over-application can pave the way for informed policy changes and targeted
interventions that prioritize teacher well-being and student success (Brown et al.,
4
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