The research is reported in this dissertation through seven chapters.
Chapter One is an introduction and orientation to the study which discusses the contextual background leading to the curriculum change and the introduction of teaching and learning of EMS as an integrated subject in South African high schools; discusses the statement of the problem; motivation and significance of this study.
The objective of this study was:
To explore Grade 9 teachers’ experiences of teaching Economic and Management Sciences (EMS) in three selected schools in the Umlazi District.
To examine the resources that Grade 9 teachers draw on to teach Economic and Management Sciences (EMS) in three selected schools in the Umlazi District.
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What are the Grade 9 teachers’ experiences of teaching Economic and Management Sciences (EMS) in three selected schools in the Umlazi District?
What resources do Grade 9 teachers draw on to teach Economic and Management Sciences (EMS) in three selected schools in the Umlazi District?
Chapter Two focused on the literature review and theoretical framework to study which discusses the education philosophy that has informed the study. It started with an analysis of existing and relevant literature about research conducted in the field of Commerce (business) education in order to locate EMS within the broader field of Economics. It also outlined and discussed the theoretical frameworks based both on Bronfenbrenner’s Ecological Theory, and the Assets-based approach. It explored their importance and how the one is a complement (dependent) on the other in responding to key research questions. In addition, the chapter discussed current Grade 9 EMS planning regarding the global view of the concept of integration. It also examined the concept of integration within EMS, as well as the concept of integration of EMS and other subjects within the curriculum.
This chapter discussed different definitions which stem from different perspectives and their implications for designing the EMS curriculum and provided a working definition of the concept of curriculum for this study. It also discussed and contextualised the concept of integration globally, locally, across disciplines as well as within EMS as an integrated discipline, and between EMS and other disciplines. This shows the need for teachers’ paradigm shift, teachers’ challenges in curriculum implementation as well as the factors that influence teachers’ attitudes towards EMS curriculum integration.
It indicated curriculum approaches underlying value positions within the context of EMS teaching and learning process as adopted and adapted by the researcher for the purpose of the study. In addition, the advantages and disadvantages of three different curriculum approaches were discussed. The teachers were now expected to have much broader roles, considering the individual development of children and young people. They were also participating in the management of learning processes in the classroom, the development of the entire school as a “learning community” and connections with the local community and the wider world (Santiago, 2005).
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Chapter Three explored the Bronfenbrenner and the Ecological Theory jointly with the Asset- Based approach as an attempt to offer a framework to understand the study. However, the chapter focused in detail on the Grade 9 EMS teachers’ experience of teaching EMS as an integrated subject and not the whole school reform.
The juxtaposition on these two conceptual frameworks indicated that teachers are not working in a vacuum in order to teach EMS. They are instead working within a web of systems in which there were available resources they draw on to teach EMS as an integrated subject. It has been shown that a school is a system within different subsystems comprising staff, learners, curriculum and administration, interacting with other outside systems, such as the family or local communities (Pillay, 2004).
Chapter Four was articulated on research design and methodology. This chapter outlined a detailed explanation of the research design and methodology that was used to collect data in the study. The chapter further recognised the significance and constructive aspects of utilising a qualitative research. The methodological strategy, data collection and analysis measures were discussed in detail. The contextualisation and literature control including ethical issues, permission, informed consent, anonymity and confidentiality were examined. The trustworthiness of the study was also discussed.
Chapter Five presented the findings of the study apropos the Grade 9 teachers’ experiences of teaching EMS as an integrated subject in three selected schools in Umlazi District, Durban. The analysis of the data was obtained from the Grade 9 EMS teachers. The main trends and patterns in the data in relation to the research questions are highlighted. The response to the above questions were obtained through one- on- one interviews; interpretation of collages presentations and observation field notes. This chapter revealed the main themes that emerged from the study. The themes generated are namely:
Teachers’ understanding of the nature of subject EMS; Challenges in teaching, learning and assessment in EMS and; Available resources to teach EMS.
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Chapter Six presented the discussion on findings of the study in detail. The chapter discussed each theme highlighted in Chapter Five and supported findings with existing literature and theoretical framework.
This Chapter Six presents a deeper discussion of these themes by engaging with the existing literature in the field of EMS and explores how the findings in the current study relate to the existing body of literature.
Finally, Chapter Seven provided a summary, conclusion and recommendations and conclusions based on the empirical data obtained from the study. This provides a synthesis of the arguments developed and offers recommendations that have been obtained from the study. It concludes by pointing out areas of research that need further investigation.