Theses and Dissertations
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Item Open Access Educational achievement tracking for teen mothers in South Africa with specific reference to Vhembe District(2015-02-06) Mudau, Thizwilondi Josephine; Mutshaeni, H. N.; Runhare, T.The purpose of this study was to explore the educational participation and achievement of teen mothers in South Africa with specific reference to the Vhembe District of the Limpopo Province. This study also aimed to find out the prevalence of teenage pregnancy, attendance at school, and academic perfomance by teen mothers in the Vhembe District schools. The study sought to establish whether teenage motherhood has an effect on academic performance as perceived by educators. Sixty teenage mothers, eighteen teachers and six principals were purposively sampled for the study. Data was collected using in-depth interviews and focus group interviews to give the researcher a platform to ask open-response questions and to explore the educators’ perspective about academic performance, attendance at school and the educational achievements of teenage mothers. The data was analysed thematically. This was done by carefully identifying and expanding significant themes that emerged from the informants’ perceptions about the academic performance, attendance, and educational achievement of teenage mothers. The study revealed that the prevalence of teenage pregnancy and teen motherhood have a negative effect on school attendance and the academic perfomanceof the teenagers compared to their peers who are not pregnant.The study recommends that sex education should be taken seriously in secondary schools; educators should be trained and given skills to deal with both pregnant learners and teen mothers. Government should introduce a new method of disbursing the child support grant. There should be a provision of moblie clinics in schools so that both pregnant learners and teen mothers can be supported and not humiliated or stigmatized by peers and educators.Item Open Access The impact of guidance and counselling on learning outcomes: A comparative of two high schools in Vhembe District(2018-09-21) Muluvhu, Khathutshelo; Runhare, T.; Bere, A.; Thenga, E. N.This study examined the impact of guidance and counselling on learning outcomes. The study was comparative study of two high schools in Vhembe district located in the Northern part of Limpopo Province, South Africa. A mixed method design was employed, consisting of qualitative and quantitative approaches. For the quantitative part an experimental design and a questionnaire were used. Independent samples entailed t-tests to compare the performance of the experimental and control group, a chi-square of association was used to determine the presence/absence of alignment between career and subject choices after counselling, while paired samples t-tests were used to ascertain if there was any improvement in the performance of the two groups. In addition, written mark schedules of pre-test, post-test and a short questionnaire for learners were analysed quantitatively. For the qualitative component face-to-face, semi-structured interviews were used while the purposive sampling technique was used to select 8 Life Orientation teachers, of which 4 were from school A and the other 4 were from school B. In addition, 2 Life Orientation heads of department were interviewed on challenges in implementing Guidance and Counselling in the school curriculum. For the quantitative data analysis, the chi-square and t- test of association was used to determine if there was any difference in career and subject choices alignment and performance between learners exposed to counselling and those not exposed to the program. The overall mean scores were calculated, and the chi-square test was used to indicate if there was any significant difference in career choices and subject alignment and performance between the group that received guidance and counselling and the group which did not receive such support. Fifty learners from the two selected schools were randomly selected, whereby 25 were used for the experiment and the other 25 as a control group. The experimental results indicated that learners who were exposed to guidance and counselling showed improvement in their learning outcomes while those who were not exposed to counselling showed no improvement in their learning outcomes. The fact that group that received guidance and counselling improved suggest that guidance and counselling services should be strengthened in all schools through departmental policy review meetings.Item Open Access Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa(2020) Makhwathana, Rendani Mercy; Mulaudzi, M. P.; Muthambi, S. K.This study sought to investigate strategies to strengthen the English Second Language competence of Foundation Phase teachers in selected primary schools in Vhembe District, Limpopo Province. Teachers are key role players in the transformation of education in South Africa. Despite the phase or grade, they teach, teachers need to be competent and skillful users of the English language to ensure appropriate skills transfer and effective teaching. The study adopted an exploratory qualitative approach with the use of phenomenological research design. The population for this study encompassed all Foundation Phase teachers, all Foundation Phase Heads of Departments (HoDs) and all primary school principals in the Vhembe District. A purposive sampling technique was used to select participants for the study. The sample comprised 15 Foundation Phase teachers, 5 heads of departments and 5 primary school principals from 5 different schools. Data was collected through individual face-to-face interviews, classroom observation and document analysis. Data was categorised and analysed thematically. The study found out that most teachers tried to maintain the consistent use of English during teaching. However, to some, it was difficult to consistently use the English language, as a result, teachers switched to their Home Language to explain difficult vocabulary to learners and ultimately ended up teaching using the Home Language instead of the English Language. The study recommends that teachers should engage themselves in continuous professional teachers’ development trainings and use various strategies that promote consistent and effective use of the English Language.Item Open Access Pedagogic gender sensitivity in the teaching and learning of science and technology: A comparative case study of single and mixed sex high schools in Zimbabwe(2020-03) Zigara, Herbert; Runhare, T.; Litshani, N. F.The purpose of this study was to explore the nature of boys’ and girls’ access to and their performance in science and technology subjects at one mixed sex and one single sex school in Zimbabwe. The research was anchored on the mixed methods research design which combined quantitative and qualitative research designs in a single study. The study’s quantitative objective was to establish if there was any significant difference in access to and performance in science and technology subjects between girls in a single sex school and their counterparts in a mixed sex school. A comparison of boys and girls learning together at a mixed sex school as well as boys in a mixed sex school and girls in a single sex school was undertaken to determine the presence or absence of any significant difference in terms of their access to and performance in science and technology subjects. The main objective that generated qualitative data sought to explore factors that could influence access to and performance of boys and girls in science and technology subjects at single sex and mixed sex schools. The case study comprised of two research sites; a mixed sex and a single sex school in Zimbabwe. The probability stratified random sampling technique was adopted for the quantitative sample size which comprised of 112 boys and girls from a mixed sex school and 81 girls from a single sex school. The qualitative sample size from the two study sites was purposively selected. The sample at a mixed sex school consisted of 1 head of school, 1 deputy head, 2 science and technology subjects HODs, 11 science and technology subjects class teachers and 8 science and technology subject teachers. The sample at a single sex school comprised of 1 head of school, 1 deputy head, 2 science and technology subject HODs, 10 science and technology subjects class teachers and 7 science and technology subject teachers. Quantitative data was collected using survey questionnaires administered to learners and document analysis. Qualitative data was gathered using Individual face-to-face semi-structured interviews with teachers. Quantitative data analysis was done statistically using chi-square and binomial tests while qualitative data were analysed thematically and in purely descriptive form. Quantitative findings revealed that there was significant difference (p<0.05) in terms of access to subjects at school which favoured single sex school girls compared to mixed sex school girls. On subjects offered, mixed sex school girls had more subjects taught at their school and therefore, had more access. With regards to access between boys and girls at a mixed sex school, statistical findings revealed significant difference (p<0.05) in favour of boys. In terms of subjects offered, both mixed sex school boys and girls had access to all subjects which were the focus of this study except building. Statistical findings on access between girls at a single sex school and boys at a mixed sex school indicated significant difference (p<0.05) in favour of single sex school girls. In terms of subjects offered, mixed sex school boys had more access as they are exposed to more science and technology related subjects than girls at a single sex school. With regards to performance between mixed sex school girls and those at a single sex school, statistical findings depicted significant difference (p<0.05) in favour of single sex school girls. Statistical findings on performance indicated no significant difference (p>0.05) between boys and girls learning together at the same school. Chisquare results revealed that single sex school girls performed better (p<0.05) than mixed sex school boys. Qualitative findings revealed that socialising agents namely, the media, home, school and peers promote a patriarchal ideology which favours boys than girls and help to track more boys than girls into science and technology subjects. On factors that influence school performance in science and technology subjects on gender lines; it emerged that patriarchal ideologies embedded in society create a notion of male superiority over females. The school, home, peers and the media portray boys as more powerful than girls, thereby enhancing their performance in science and technology subjects compared to girls. The study recommended family dialogues on gender roles, gender sensitive seminars in communities, government advocacy programmes, gender sensitive textbooks in communities and schools, gender sensitive modules to student teachers, deployment of gender experts in schools and crafting of policies to make the teaching of science and technology subjects mandatory. The study also recommended provision of national legislative platforms as well as dialogue and review of national, regional and international statutes on gender inequalities to redress the perception that boys are more capable than girls in science and technology subjects.Item Open Access Parental engagement in the education of Grade 1 learners during COVID-19 Pandemic in Rakwadu 2 Circuit(2024-09-06) Mafa, Mmapotlo Constance; Mulovhedzi, S.A.The study sought to investigate parental engagement in the education of Grade 1 learners during the Covid-19 pandemic in Rakwadu 2 Circuit in Limpopo province. The Covid-19 pandemic led to an abrupt closure of all South African schools on the 18th of March 2020. Therefore, the closure of schools was the right decision to control the spreading of the virus among learners and teachers. However, learners’ performance was severely affected as they languished at home without any curricular assistance from parents. The study was guided by Joyce Epstein's theory, subsumed under the interpretive research paradigm. An explorative qualitative research design was employed, and data were collected through face-to-face interviews, observations and document analysis. Observations were conducted with the teachers only. Teachers were observed while collecting work from the learners and further analysed thematically. A purposeful sampling procedure was employed to select twelve (12) participants from two (2) primary schools; two (2) Grade 1 teachers per school (the total number of teachers was 4) and eight (8) parents whose learners were in Grade 1. There were four parents from each sampled school. The findings revealed distinctive challenges of insufficient parental engagement in the school setting. The study recommended parents to get involved in education to improve learners’ performance amidst the impact of the Covid19 pandemic.Item Open Access Parental engagement in the education of Grade 1 learners during COVID-19 Pandemic in Rakwadi 2 Circuit(2024-09-06) Mafa, Mmapotlo Constance; Mulovhedzi, S. A.The study sought to investigate parental engagement in the education of Grade 1 learners during the Covid-19 pandemic in Rakwadu 2 Circuit in Limpopo province. The Covid-19 pandemic led to an abrupt closure of all South African schools on the 18th of March 2020. Therefore, the closure of schools was the right decision to control the spreading of the virus among learners and teachers. However, learners’ performance was severely affected as they languished at home without any curricular assistance from parents. The study was guided by Joyce Epstein's theory, subsumed under the interpretive research paradigm. An explorative qualitative research design was employed, and data were collected through face-to-face interviews, observations and document analysis. Observations were conducted with the teachers only. Teachers were observed while collecting work from the learners and further analysed thematically. A purposeful sampling procedure was employed to select twelve (12) participants from two (2) primary schools; two (2) Grade 1 teachers per school (the total number of teachers was 4) and eight (8) parents whose learners were in Grade 1. There were four parents from each sampled school. The findings revealed distinctive challenges of insufficient parental engagement in the school setting. The study recommended parents to get involved in education to improve learners’ performance amidst the impact of the Covid19 pandemic.Item Embargo The effects of teaching Mathematics using Home Language in Foundation Phase(2025-05-16) Randima, Lusani; Sikhwari, M. G.Language plays a crucial role in cognitive development, particularly in mathematics learning during early childhood education. However, the linguistic diversity in South African classrooms presents challenges, as home languages often differ from the language of instruction. This study investigates the effects of using home language in teaching Mathematics in Foundation Phase classrooms across selected schools in the Sibasa Circuit in the Vhembe East District of Limpopo Province. Guided by Lev Vygotsky's Sociocultural Theory, which emphasizes the importance of social interaction and language in learning, the study adopted a qualitative research paradigm to explore participants' experiences and perceptions in depth. A case study research design was employed to provide a comprehensive understanding of the phenomenon within its real-life context. Data was collected through semi-structured interviews, classroom observations, and document analysis. The study's population comprised Foundation Phase Mathematics teachers, heads of departments (HODs), curriculum advisors, and parents in the Sibasa Circuit. Using a purposive sampling procedure, 32 participants were selected, including 10 Foundation Phase Mathematics teachers (Grades R-3), 15 parents, 5 Foundation Phase Departmental Heads, and 2 Curriculum Advisors. Manual thematic analysis was used to analyse the data, identifying key themes and patterns related to home language use in mathematics instruction. The study was delimited to selected schools within the Sibasa Circuit for in-depth exploration. Trustworthiness is ensured through credibility, transferability, dependability, and confirmability. Ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed. The findings indicate that learners demonstrate improved comprehension and engagement when mathematics is taught in their home language. Nevertheless, teachers face challenges in translating complex mathematical concepts, which sometimes leads to inconsistencies in terminology. Based on these findings, the study recommended the integration of bilingual teaching strategies to support concept development and the implementation of professional development programs to enhance teachers' skills in teaching mathematics using the home language. This study highlights the importance of home language in enhancing mathematical understanding in the Foundation Phase while also addressing the need for structured support to overcome linguistic barriers in instruction.Item Embargo The impact of single-parenting on the performance of Foundation Phase Grade R learners in the Vhembe District, Limpopo Province(2025-09-05) Nelufule, Mashudu; Sikhwari, M. G.Since many children are denied the chance to achieve academic greatness in their lives, single parenting is a societal issue that should be of worldwide concern. One important issue that requires consideration is the effect that single parenting has on Foundation Phase students' performance. This study looked into how single parents affected Foundation Phase Grade R students' performance in a few chosen schools in the province of Limpopo's Sibasa Circuit and Vhembe East District. Two theories served as the foundation for the study: the sociocultural theory and the family system theory. According to family theory, as the family is an interactive, systemic framework, any modification to one of its parts will alter the way the system functions as a whole. According to sociocultural theory, learners' performance can be positively impacted by and any negative effects can be mitigated by a supportive social and cultural context in single parenting. This study employed a qualitative case study research design. All of the single parents with kids enrolled in Foundation Phase Grade R classrooms at Sibasa Circuit, Vhembe East District's Foundation Phase, made up the population. Sampling with purpose was done. Nine single parents, six Foundation Phase Grade R instructors, and three Foundation Phase Grade R HODs made up the sample. Semi-structured interviews, observation, and document analysis were used to gather data. Thematic analysis was used to examine the data from the observations, interviews, and documents. The study's findings increased instructors' and single parents' awareness of the importance of parental involvement during the Foundation Phase Grade R. The Department of Basic Education should establish school-based support programs that offer academic and emotional support to children from single-parent households, according to the study's recommendation.Item Embargo The Impact of School Infrastructure on Learners Academic Performance in the Foundation Phase(2026-05-19) Mulovhedzi, Elelwani Confidence; Sikhwari, M. G.; Shirindzi, L. S.The quality of school infrastructure in primary schools significantly influences learners' academic performance in the Foundation Phase, and such affects their engagement, attendance, and overall educational outcomes. Therefore, this study aimed to investigate the impact of school infrastructure on learners' academic performance in the Foundation Phase. This study was underpinned by Resource-Based Theory. A qualitative research approach was employed in this study. This study used the interpretivism paradigm. The population for this study included all foundation phase teachers, foundation phase Heads of Departments (HoDs), and primary school principals. Purposive sampling was employed to select 12 foundation phase teachers, 3 heads of departments (HoDs), and 3 school principals across 3 schools. Data was collected through observations, face-to-face interviews, and document analysis. Data was analysed thematically. One of the key outcomes of this study was increased awareness of the impact of infrastructure on learners’ performance. This study recommends strengthening Foundation Phase school infrastructure by creating safe learning environments, providing adequate resources, supporting teachers, and fostering collaborative institutional and community involvement to enhance teaching and learner performance.Item Embargo The Significance of Implementing Physical Education in the Foundation Phase(2026-05-19) Sithi, Humbulani Tavin; Sikhwari, M. G.Foundation Phase FP) teachers often overlook the significance of Physical Education, failing to recognise its vital role in the overall development of Foundation Phase learners. This neglect stems from the lack of knowledge or understanding of the numerous benefits that PE brings to FP learners. This study investigated the significance of implementing PE in the FP. This study was underpinned by the Constructivism Theory. This study employed qualitative research methodology. The population of this study consisted of all FP teachers, all FP HoDs, and all primary school principals within Vhuronga 2 Circuit, Vhembe West District, Limpopo Province, South Africa. Purposive sampling was employed to select 9 FP teachers, 3 FP HoDs, and 3 primary school principals from 3 schools within Vhuronga 2 Circuit, Vhembe West District, Limpopo Province, South Africa. The data collection methodology in this study involved a qualitative research approach (primary data), which was collected through observation, interviews, and document analysis. The study was focused on a descriptive research design. Data from this study were thematically analysed. The outcomes of this study assisted the teachers, learners, parents, HoDs, principals, and the DBE. The study revealed that PE plays an important role in promoting holistic development among FP learners. This study recommended that teachers further their studies and engage in CPTD in Physical Education (Life Skills).Item Embargo Strategies used by teachers to improve reading in the Foundation Phase(2026-05-19) Tshidzumba, Zwanga; Mulaudzi, L. M. P.; Mulovhedzi, S. A.Reading is generally considered a critical skill, both within and beyond the classroom walls. It is an essential skill that is required for good academic performance. This study aimed to explore teaching strategies that teachers use to improve reading in the Foundation Phase. Research has shown that teaching phonics, shared reading, and guided reading are imperative in establishing strong literacy in learners. The approaches in-volve the building of phonemic awareness and decoding to promote fluency in reading. Some other research suggests vocabulary development and using technology in making reading a richer experience, which can engage and interest learners more. Additionally, the research was guided by interpretivism as the paradigm of the study. A qualitative approach, which was exploratory, was used for research. Data was collected through semi-structured interviews, classroom observations, and document analysis. The population for this research consisted of all Grade Two teachers in Nzhe-lele Central Circuit primary schools in Limpopo Province, South Africa. Also, 6 teachers from 3 purposively sampled schools were used. Thematic analysis was used to analyse data from each participant. The study findings revealed effective teaching strategies, which teachers utilise to meet the varied reading needs of their learners. Recommendations stressed the significance of employing a range of these strategies to accommodate different learning styles and enhance reading development.Item Embargo Teaching learners number operation and relationship in Grade 2(2026-05-19) Maropene, Lazarus Tebogo; Mulovhedzi, S. A.; Shirindzi, L. S.Mathematics performance presents a significant challenge throughout the world. This study aimed to explore teaching number operations and relationships in Grade 2 classrooms. This study employed Lev Vygotsky's theory of sociocultural learning. The sociocultural theory of Vygotsky is based on the idea that learning takes place through social interactions. The researcher used a qualitative research method to conduct the study, with the use of a case study approach of an exploratory design because the researcher wanted to have a better understanding and explore the teaching of number operations and relationships to Grade 2 learners. The population of this study was all Grade 2 teachers in Johannesburg North Circuit. However, only eight teachers from two primary schools with more than 5 Grade 2 classes were purposively sampled to participate in this study, and four Grade 2 teachers from each school were selected. The researcher collected data through lesson observations during teaching and learning processes, individual face-to-face and group focus interviews and document analysis. Data was analysed thematically. The assumptions of this study were based on finding out the challenges and experiences that Grade 2 teachers face when teaching number operations and relationships in their classrooms. This study was based on recommendations for all teachers in the Foundation Phase to receive the workshops that will assist them when teaching number operations and relationships. Learners should have the opportunity to explore and have a love of working with numbers in Grade 2.Item Embargo Promoting early literacy and reading skills in the Foundation Phase in Klein Letaba Circuit(2026-05-19) Masutha, Antoinette; Makhwathana, R. M.Reading and literacy are imperative in the education of all. It is important to note that literacy is the foundation for learners in schools because it can enhance their learning, implying that improving literacy levels can also help improve numeracy skills. This is supported by Kim (2020:97), who pointed out that improving literacy and numeracy skills is crucial to a child's learning ability to develop fully as an individual. Hence, the purpose of this study was to explore teachers’ teaching strategies to promote early literacy and reading in the Foundation Phase. To achieve this, the study adopted a qualitative research approach where the foundation phase teachers participated in face-to-face interviews. Another method of data collection was observations. For an in-depth understanding of strategies which could be used to promote early literacy and reading, twenty (20) Foundation Phase teachers from primary schools in Klein Letaba Circuit were the sample size of the study. The sampling method adopted was a purposive sampling method. Piaget's cognitive development theory underpinned this study. To analyse data, this study adopted a thematic analysis method. The study found that learners' backgrounds play a significant role in the teaching of early literacy and reading. Because some parents do not engage themselves in learners' home activities. The study also found that learners lack parental support because their parents do not themselves take part in teaching and learning. This study found that teachers require ongoing professional development programmes which will focus on comprehension and phonics to improve teachers’ teaching knowledge. The study also found that using the mother tongue as a language of teaching can be an effective strategy for teaching early literacy and reading. Therefore, this study recommends that teachers should be provided with phonics-based materials tailored to multilingual classrooms, ensuring alignment between English and local language phonemes to reduce confusion.Item Embargo The Influence of Teachers’ Professional Development in the Teaching of Mathematics in Grade 2 in Sibasa Circuit(2026-05-19) Nekhumbe, Mpheni Xtra; Makhwathana, R. M.; Litshani, N. F.This qualitative research investigated the influence of teachers’ professional development in the teaching of Mathematics in Grade 2 in the Sibasa Circuit. This study addressed a significant gap in understanding how professional development programmes influence teaching practices, shaping learners' mathematical understanding and future academic progress, and teaching strategies of Grade 2 teachers in this context. Guided by an interpretive paradigm grounded in constructivist theory, the study adopted a qualitative research approach. The target population of this study consisted of all Grade 2 teachers in the Sibasa Circuit. Using purposive sampling, three (3) primary schools among the nineteen (19) with the highest number of Grade 2 classes were selected. A purposive sample of six Grade 2 teachers participated in the study, with two teachers drawn from each selected school. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were examined using thematic analysis to identify common patterns and ideas about how professional development affects the teaching of mathematics in Grade 2. The findings indicate that professional development has had a limited influence on enhancing mathematics teaching practices in Grade 2. A greater allocation of time to structured and formal teacher professional development programmes is recommended. This study aimed to contribute to teachers' continuous professional growth.Item Embargo The importance of developing handwriting skills of Grade 1 learners in the classroom(2026-05-19) Nyamuswa, Mpho; Mulovhedzi, S. A.Handwriting during the Foundation Phase is essential for the development of brain networks that facilitate superior reading skills. The ability to write by hand is a fundamental skill that teachers must instil in learners in their early grades. The Curriculum and Assessment Policy Statement for Home Language in the Foundation Phase, Grades R-3, recommends implementing a pre-handwriting programme prior to the formal instruction of handwriting. However, the curriculum does not mandate a particular pre-handwriting programme. The main aim of this study was to explore the importances of developing handwriting skills of Grade 1 learners in the classroom. This study aimed to investigate the significance of cultivating handwriting skills among Grade 1 learners in the classroom. The research utilsed Vygotsky's Socio-cultural theory. The research employed a qualitative methodology. Data was gathered by face-to-face interviews, classroom observations, and document analysis to comprehend the significance of developing learners' handwriting skills. The study population consisted of all teachers instructing Grade 1 in the Foundation Phase. Purposive sampling was employed to select six teachers instructing Grade 1 learners, as handwriting is introduced at this level. The participants in this study were chosen from three primary schools in Vhembe District, as these schools possessed more than two Grade 1 classrooms. Thematic analysis was employed to examine the data gathered from each participant. The findings speculated that teachers frequently underscore the significance of fine motor abilities in handwriting development. The anticipated conclusion of the findings is that certain learners lack the requisite fine motor control essential for accurate letter creation. The recommendation posits that teachers provide learners with increased handwriting exercises to improve their penmanship abilities.Item Embargo Teachers’ Perceptions of the Usefulness and Ease of Use of Digital Platforms in Foundation Phase Education(2026-05-19) Nyadzani, Ngeletshedzo Advice; Sikhwari, M. G.While digital platforms offer various opportunities to improve the learning experience, it also brought considerable challenges that had to be tackled to guarantee its effectiveness and responsible application in the Foundation Phase (FP). Therefore, this study examined the impact of digital platforms on academic achievement and engagement among foundation phase learners. Technology Acceptance Model underpinned the study. This study applied qualitative research method. The population for this study comprised 9 Foundation Phase teachers and 3 principals. Nine Foundation Phase teachers and three principals were purposively selected from three schools, with three teachers selected per school. Data were collected through face-to-face interviews. Data were thematically analysed. This study applied the Technological Acceptance Model (TAM) as the theoretical framework. The outcome of this study was to help learners, teachers, and parents produce suitable strategies to utilise while using digital platforms as a form of learning material. The recommendations made in this study emphasise the need for early and equitable access to age-appropriate technology, adequate infrastructure, and sustained institutional support to ensure effective technology integration in early childhood education. Together, continuous professional development, further teacher training, and strategic partnerships are essential for maintaining teachers’ technological competence and ensuring the long-term sustainability of technology-mediated teaching and learning.Item Embargo Strengthening the teaching of creative writing skills in English First Additional Language in Grade 3(2026-05-19) Munyai, PfareloWriting is one of the fundamental language skills necessary for teaching and learning. However, writing in English presents significant challenges for Foundation Phase learners. Grade 3 learners often have a limited English vocabulary, which hinders their ability to express themselves effectively in writing. As a result, they struggle to find the right words to convey their ideas, putting them at a disadvantage in Grade 4, where all subjects require English creative writing skills. This study investigated how writing was taught in English First Additional Language to Grade 3 learners. A qualitative research design was employed, incorporating interviews, observations, and document analysis to explore current practices, challenges, and potential opportunities for improvement in this context. The study population comprised all Grade 3 teachers in the Sibasa Circuit. Using a purposive sampling method, three primary schools out of the nineteen in the circuit were selected for participation. Within these schools, six Grade 3 teachers were invited to participate in the qualitative data collection, with two teachers selected from each school, as the selected schools had more than one Grade 3 class. The expected findings are that teachers can support Grade 3 learners in developing their creative writing skills, helping them become more confident and competent English writers while fostering literacy development. Key recommendations will include implementing interactive teaching methods, providing targeted support for struggling learners, integrating technology into writing instruction, fostering a supportive learning environment, and offering professional development opportunities for teachers to enhance their language-teaching practices.