Theses and Dissertations
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Browsing Theses and Dissertations by Subject "Academic Achievement"
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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 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.