Department of Professional and Curriculum Studies
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Browsing Department of Professional and Curriculum Studies by Author "Kaheru, S. J. M."
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Item Embargo Analysing the course alignment: a case of one teacher education module at a South African university(2026-05-19) Ratombo, Murendeni Gladstone; Mpeta, M.; Kaheru, S. J. M.The purpose of this study is to analyse the alignment in a course taught in the undergraduate initial teaching education programme. The course is a Teacher Education module taught at a South African University. Constructive alignment was used as the theoretical framework mapping the study. Qualitative research method was used in the study to answer research questions. Data were collected by means of document analysis. Trustworthiness of qualitative data were ensured by employing credibility, transferability, dependability and confirmability. Data were analysed using thematic analysis which involves the processes of data coding, creating categories and themes by finding the patterns among these codes. From the findings of the study, the researcher was able to identify and suggest methods by which curriculum and assessment alignment could be strengthened to achieve the objectives and outcomes by students. The findings show a curriculum that is well-constructed and that is strongly aligned, however few gaps were identified such as underrepresentation of some objectives. The findings were used to provide the recommendations that could make the module to achieve greater consistency between the curriculum objectives and assessment methods. This study contributes to the wider address on curriculum design in Teacher Education, promoting organized alignment to improve student performance and the quality of instructions.Item Open Access Effect of Computer Simulation-Based Instruction in Chemistry on the Academic Achievement of Grade 12 Learners(2020) Jere, Samuel; Mpeta, M.; Kaheru, S. J. M.Chemical Reaction Rate (CRR) is one of the topics which Grade 12 Physical Sciences learners find challenging. The purpose of this study was to examine the effect that the use of Computer Simulation-Based Instruction (CSBI) in teaching CRR in Physical Sciences, as one of the alternative strategies to traditional teaching, would have on the academic achievement of Grade 12 learners in this topic. The Cognitive Theory for Computer Simulation-Based Instruction was the theoretical framework guiding the study. The study employed a mixed method approach and a sequential explanatory design was used. The population was all Grade 12 Physical Sciences learners in Mopani District of Limpopo Province in South Africa. The sample consisted of one hundred and eighteen learners in two classes, from two secondary schools located in a rural area; one of which served as experimental and the other a control. The experimental group was taught CRR using CSBI and the control group using the traditional teaching approach. The null hypothesis tested was: There is no significant difference in academic achievement of learners taught using CSBI and those taught using traditional teaching approach. Data were collected using pre-test and post-test in the quantitative phase of the study. Test on Chemical Reaction Rate Concepts (TCRRC) and Attitudes Towards Chemistry Lessons Scale (ATCLS) were the research instruments used. The qualitative data were collected using semi-structured interviews with five purposively sampled learners from each of the two groups and analysed using the qualitative content analysis technique. The quantitative data were analysed through the independent t-test. There was a statistically significant difference in the scores of the experimental group and the control group in the post-test with a moderate effect size in favour of the experimental group. The findings were that CSBI improved learners’ conceptual understanding of CRR and was therefore a more effective teaching approach than the traditional method. The findings are expected to inform Chemistry educators, subject advisors and curriculum developers on strategies that can improve the academic achievement of learners, in CRR, in Chemistry.Item Embargo Exploring Pedagogical Technological Integration in High School Business Studies(2026-05-19) Rantsu, Ntshavheni Jacobus; Kaheru, S. J. M.; Tshiovhe, T. E.This qualitative study explored the integration of pedagogical practices, including the use of digital tools, in high school Business Studies within under-resourced school contexts. Guided by an interpretivist research paradigm and a phenomenological research design, the study sought to understand participants’ lived experiences of pedagogical integration in natural classroom settings. A qualitative approach was employed, with data collected through interviews, classroom observations, and document analysis to ensure depth and triangulation. The study population comprised all Subject Advisors, School principals, Departmental Heads, and Business Studies teachers from selected public schools, with purposive sampling used to select participants. Data were gathered from five (5) subject advisors, ten (10) principals, ten (10) Departmental Heads, and ten (10) Business Studies teachers, providing a comprehensive, multi-perspective understanding of pedagogical integration practices. Thematic analysis revealed both opportunities and constraints in integrating pedagogy and digital tools, particularly challenges related to resources, training, and institutional support. The findings contribute valuable insights into effective pedagogical strategies in Business Studies and provide evidence-based guidance for strengthening teaching practices, professional development, and policy implementation in similar educational contexts.Item Open Access Grade 6 Teachers perceptions towards textese in English as a second language in Vhembe East District Limpopo Province(2023-10-05) Makgakga, Elelwani Veronica; Muthambi, S. K.; Kaheru, S. J. M.Due to advancements in information and communication technology (ICT), there is an increased use of shortened English words among the Grade 6 learners arising from their interactions with social media. Learners’ writings of English First Additional Language (EFAL) at this level make frequent use of word versions which compromise their performance. The study, therefore, explores teachers’ perceptions towards textese and whether it influences the increasing word-shortening in EFAL classrooms. The research paradigm of interpretivism was adopted for this study which is compatible with the exploration of teachers’ perceptions towards textese among Grade 6 learners in Vhembe East District. It was further accompanied by a qualitative research approach where the researcher set out to find whether Grade 6 teachers believed there was a possible link between the ownership and usage of mobile phones by learners and the prevalence of grammatical and spelling mistakes described as textese in written work like essays. Ownership and usage of cellphones was considered the primary means of accessing social media by learners. A purposive sample of 12 Grade 6 teachers from four schools in the Mutshundudi Circuit of Vhembe East District was drawn from the entire population of all teachers of English First Additional Language (EFAL). 11 teachers were interviewed. The research techniques of interviews and document analysis were employed together with administration of questionnaires as research instruments. Document analysis of the Grade 6 essays from 12 interviewed.ne and a number of errors found analysed. The research software of Atlas was used in the analysis of the transcripts of the interviews and discussions by coding and grouping the responses into themes and sub-themes to find repetitive issues which were treated as major factors according to inductive thematic analysis. The research participants unanimously agreed that grammatical mistakes of textese were positively correlated with access to social media through ownership and usage of mobile phones by Grade 6 learners. Textese was higher among those with more access and lower among those with limited or no access. Textese still prevailed among the latter group with no access to social media through their interaction in group work with their peers as postulated under social constructivism. Finally, the study suggested both micro recommendations which can be implemented at the local school level and macro recommendations which involved the Department of Education itself making policy changes and issuing certain directives or instructions which can affect all schools in an effort to curb the spread of textese. Further studies with a larger sample of teachers and more document analysis of written essays of learners over a longer time was recommended.Item Open Access The implementation of Natural Science and Technolgy curriculum by primary school educators in public schools in Vhembe District(2017-09-18) Mathuba, Ntshengedzeni Ivy; Mpeta, M.; Kaheru, S. J. M.See the attached abstract belowItem Embargo The impact of computer simulations on Grade 11 lrarners conceptual understanding of photosynthesis(2025-09-05) Maluleke, Tinyiko Millicent; Kaheru, S. J. M.; Muthambi, S. K.Conceptual understanding is fundamental in Life Sciences. Computer Simulations (CS) can be used to improve conceptual understanding. This study investigated the use of CS to enhance the conceptual knowledge of Grade 11 learners in photosynthesis compared to the traditional teaching method. The study used the Multimedia Learning Theory (MLT) as its theoretical model and the constructivist approach in MLT. The research paradigm used is positivism since it relies mainly on experimentation. A quantitative research design was used. The study used a quasi-experimental design to observe the relationship between the dependent and independent variables. The population was made up of secondary schools under Elim and Hlanganani Circuits. A purposive sampling procedure was used to sample participants. The sample was drawn from the grade 11 learners from four different schools under the two Circuits. Data was collected through tests and questionnaires. Validity and reliability were applied to ensure the quality and accuracy of research instruments. Data was analyzed and interpreted using the Statistical Package for the Social Sciences (SPSS) version 29 software. The study investigated the effectiveness of CS in improving the conceptual understanding of grade 11 learners in photosynthesis. The quasi-experimental design involved a sample of 200 learners, 100 as the experimental and 100 as the control group. A pre-test was administered to all learners to assess their prior knowledge of photosynthesis. Thereafter, the experimental group was exposed to CS, while the control group used the traditional teaching method. Both groups were given the post-test to assess their understanding of photosynthesis. A questionnaire was also administered to gather the learner's views on simulations. The result displayed an important improvement in learners' understanding of photosynthesis after using CS and decreased misconceptions. The findings of this study were that CS can be used as a valuable tool in teaching and learning photosynthesis and deliver ideas for the application and design of a simulation-based learning environment.