Department of Professional and Curriculum Studies
Permanent URI for this community
Browse
Browsing Department of Professional and Curriculum Studies by Issue Date
Now showing 1 - 20 of 65
Results Per Page
Sort Options
Item Open Access Teacher preparation for the implementation of the National Curriculum Statement(2009-08) Tshiguvho, Muvhango Esther; Mulaudzi, M. P.See the attached abstract belowItem Open Access The implementation of the developmental appraisal system for curriculum implementation in the secondary schools(2009-11) Chauke, Magezi Phineas; Bayona, E. L. M.; Tshivhase-Phendla, T. S.See the attached abstract belowItem Open Access The provision and utilization of learning and teaching support material in physical science: A case of Limpopo Province(2010-02) Rathando, Moses Nndwakhulu; Bayona, E. L. M.; Tshivhase- Phendla, T. S.See the attached abstract belowItem Open Access Challenges facing educators in the implementation of National Curriculum Statement in Malamulele North East Circuit(2010-03) Chabalala, Tsaki Dollence; Kutame, A. P.; Mutshaeni, H. N.See the attached abstract belowItem Open Access Attitudes of high schools students towards the teaching profession(2010-05) Ravhuhali, Fhatuwani; Mutshaeni, H. N.; Denhere, C.See the attached abstract belowItem Open Access The role of corporate social investment in managing HIV and AIDS in rural schools: A case of Kumba Resources Corporate Social Investment in Mutale Municipality(2010-08) Kone, Lufuno Reginald; Tshivhase-Phendla, T.S.; Mutshaeni, H. N.See the attached abstract belowItem Open Access Implications of continuous assessment for effective teaching and learning in a learner-centred curriculum(2012-12-07) Ramakhanya, Ephraim Takalani Happy; Mulaudzi, M. P.; Phendla, T. S.Item Open Access The role of high school principals in the management of the school curriculum in the Soutpansberg Area of the Vhembe District in Limpopo Province(2012-12-11) Mukwevho, Mashudu Peter; Bayona, E. L. M.; Tshivhase-Phendla, T. S.Item Open Access An investigation of the extent of teacher participation in curriculum development for quality teaching and learning(2012-12-11) Budeli, Mbengeni Bethuel; Bayona, E. L. M.; Tshivhase-Phedla, T. S.Item Open Access Challenges of Grade 6 learners' experience when solving mathematical word problems(2012-12-19) Sitsula, Tshisikhawe; Mpeta, M.; Kutame, A. P.Item Open Access Scholastic performance of adolescent pregnant learners(2013-10-01) Mafhara, Patricia Tshiwandalani; Mutshaeni, H. N.; Denhere, C.Item Open Access Performance of Grade 12 learners in physical sciences subject within Sekgosese East Circuit in Mopani District(2013-10-11) Ratshivhadelo, T. A.; Sadiki, N. B.Item Open Access Planning and presenting life orientation lessons for intermediate phase learners(2014-01-10) Milubi, Khathutshelo Jeanet; Marishane, R. N.; Runhare, T.Item Open Access Teachers' perceptions on the impact of professional development on promoting quality teaching and learning(2014-12-12) Ravhuhali, Fhatuwani; Kutame, A. P.; Mutshaeni, H. N.Item Open Access Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District(2015) Mbulaheni, Visi Muriel; Mudzielwana, N. P.; Kutame, A. P.Poor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area.Item Open Access Impact of dietary patterns on academic performance of Zimbabwe College Students(2015) Mpofu, Molyn; Kutame, A. P.; Malwichi, L. . L.College students in Zimbabwe were facing many challenges in adopting proper dietary patterns which promote learning. This study sought to establish the impact of Socio-Economic factors and dietary patterns in particular on the academic performance of college students in Zimbabwe. The study established challenges that were faced by college students in making choices of dietary patterns that promote learning. Factors that influence choice of dietary patterns for college students were established in this study. The case study was Joshua Mqabuko Nkomo Polytechnic College in Zimbabwe with a population of 206 students and a sample of 102 participants was purposively selected. A mixed-methods research, using quantitative and qualitative approaches was employed and questionnaires, interviews, observation and document analysis were used to collect data. Findings are presented from both questionnaire and interview data in combination, with interview data playing the role of supplementing quantitative findings and probing detailed information. Quantitative data was analysed using the IBM SPSS Version 23.0 while qualitative data was coded into themes and synthesised into quantitative data to support or refute quantitative data. Research indicates that diet quality and overall health status of college students are among the prominent factors which contribute to poor student academic performance worldwide. The experiences and perceptions held by the college students and cooks were investigated. The main study findings showed that if students follow proper dietary patterns they may perform well in their studies since relationship between nutrition and academic work lies on the notion that a healthy body is able to maintain a healthy mind, which suggests that certain risk factors for a physically ill-health are also risk factors for cognitive impairment. This study made recommendations for dietary patterns that promote learning in academic domains. It also developed a model valuable for dietary patterns.Item Open Access The impact of principal's resistance to change on management of curricular reforms in primary schools(2015-01-22) Mudau, Livhuwani Dorcus; Kutame, A. P.; Mutshaeni, H. N.Item Open Access Coping with learners experiencing reading problems in Tshivenda in Grade two in the foundation phase.(2015-02-03) Ramaano, Avhatakali; Kutame, A. P.; Mudzielwana, N. P.Item Open Access Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo(2015-02-04) Manyage, Tshidaho; Kutame A. P.; Mudzielwana, N. P.Item Open Access Further education and training band learners'stress coping strategies(2015-02-04) Thenga, E. N.; Mutshaeni, H. N.; Mashau, T. S.