Theses and Dissertations

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Open Access
Assessment of information communication technology (ICT) competence of secondary school teachers in Luvuvhu Circuit
(2022-11-10) Amaigbo, Doris A.; Tshisikhawe, M. P.; Mafenya, N. P.
The main purpose of this study was to examine the ICT competency skills possessed by secondary school teachers in the Luvuvhu Circuit, Vhembe District, Limpopo Province. A quantitative research design was adopted to achieve the purpose of this study. Data was collected using a structured questionnaire guide and analysed using a statistical package of social science (SPSS), version 25.0. The population of this study were secondary school teachers in nine secondary schools, in Luvuvhu Circuit and the sample comprised of 90 participants. A simple random sampling method was applied to select a total of ninety (90) teachers in the nine secondary schools. This study used connectivism as its theoretical framework to explain how teachers and learners make connections between nodes of information to build knowledge and through this connected web, students can stay up to date. There are underlying factors that are obstructing the adoption rate of computer use for instructional purposes in schools. This study focused on those problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. This study revealed that modern technology has the potential to strengthen teaching and learning, influence student-teacher and student-peer interaction, thereby bridging the isolation gap that normally exists between them.
Open Access
Assessment of learner support agent on self-concept and academic learner performance at schools in Gert Sibande District of Mpumalanga, South Africa
(2022-11-10) Mazibuko, Ronald Patrick; Runhare, T.; Bere, A.; Ramabulana, L. P.
This study investigated the impact of the LSA programme on self-concept and academic performance of orphans and vulnerable learners. For quantitative strands, the sample comprised 80 Grade 9 orphans and vulnerable learners randomly selected from 8 schools. Two groups were formed, one experimental and one control. Each group consisted of 20 male learners and 20 female learners. For the experimental group, participants were drawn from schools which implemented the LSA programme. For the control group, participants were selected from non-LSA programme implementing schools. A multidimensional self-concept scale and academic school records were used to collect data for quantitative strand, measurement of learners’ self-concept and academic performance. Quantitative data on self-concept and academic performance of both groups were subjected to multiple linear regression modelling and independent sample t-tests for analysis. There were no significant differences between the experimental group and the control group on the self-concept dimensions, namely, self-regard, social confidence, academic self-concept, physical appearance and physical abilities. In Mathematics, the experimental group (mean 41.35, SD 23.83) outperformed the control group (mean 31.73, SD 14.03). For the qualitative strand, the sample consisted of 10 Grade 9 orphans and vulnerable learners who were purposively selected from four schools which implemented the LSA programme. In addition, one educator per school was selected due to their roles as co-ordinators. The main findings were that the LSA programme had a positive impact on self-confidence, attitudes towards schoolwork, and academic performance of participating OVC learners. However, the study revealed that the LSA programme implementation had inadequate resource provision, inconsistent participation by some OVC who were targeted beneficiaries, unexpected disruption of learning during Covid-19 pandemic, time constraint, and inconsistent guardian/parental support. To mitigate these challenges, the study recommends the training of duty bearers in the LSA programme, focus and regular involvement of guardians of learners who are orphans and vulnerable (OVC) and for LSAs to carry out awareness campaigns on the objectives, activities and expected benefits of the LSA programme in schools.
Open Access
Attitudes of high schools students towards the teaching profession
(2010-05) Ravhuhali, Fhatuwani; Mutshaeni, H. N.; Denhere, C.
See the attached abstract below
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 below
Open Access
Challenges facing the teaching and learning of accounting as a subject in Vhembe East District in Limpopo Province
(2022-07-15) Musetha, Takalani Charity; Tshiovhe, T. E.; Nenzhelele, M.
The aim of the study was to investigate the challenges facing teaching and learning of Accounting as a subject in Vhembe east District, Limpopo Province. A mixed method research design which is a combination of quantitative and qualitative approaches was used. Questionnaire and interview schedules were used to collect data from the participants. The population of the study comprise of Accounting subject advisors, principals, heads of departments and teachers. In quantitative sampling, the researcher used simple random sampling and in the qualitative sampling purposive sampling was employed to select the participants of the study. The sample size comprised 60 Accounting teachers in the quantitative sampling and in qualitative sampling 6 subject advisors, 6 principals, and 6 heads of departments were selected. In the Quantitative approach, data was analysed using the Statistical Package for Social Sciences (SPSS) version 26 and qualitative data was summarized according to the main research questions and analysed thematically. The study found that the teaching of EMS which is the foundation to Accounting in Grade 8 and 9 (Senior Phase) is taught by teachers without Accounting pedagogical content knowledge, curriculum advisors and teachers are not Accounting specialists, and there are inadequacies in teacher professional development. The study recommended that Department of Basic Education must solve the problem of unqualified educators in grade 7-9 which forms the foundation of Accounting in the FET band. Specialist Accounting teachers and subject advisors be appointed to promote effective Accounting curriculum implementation. Subject advisor, Principal and HODs should encourage teachers to use cooperative strategies as it helps learners work together in small groups to accomplish a common goal and to understand the content of Accounting.
Open Access
Challenges in implementing the National School Nutrition Programme for achieving educational objectives: a case study of schools in Vhembe District, Limpopo, South Africa
(2017-09-18) Tshisikhawe, Mbulaheni Paul; Runhare, T.; Litshani, N. F.
Although on its introduction the focus of the National School Nutrition Programme (NSNP) was to improve health and nutritional status of South African school children, it was put in place to improve school attendance, curb absenteeism and drop-out by children of school going age as a result of hunger and poverty. It was also meant to improve the learning capacity of children since access to nutritious meals has the potential to improve their concentration levels during instructional discourses, which can enhance the quality of educational outcomes. This study explored the views of education stakeholders on the challenges they encountered in implementing the NSNP in achieving its educational goals at two schools in the Vhembe District in South Africa. Specifically, the study investigated how the NSNP influences school access, attendance and participation at schools that are benefiting from the NSNP in an endeavour to establish strategies for improving the quality of schooling. Abraham Maslow’s theory of hierarchy of needs was applied to explain how children’s basic needs can be a foundation to their educational needs and aspirations. A case study design involving two schools was adopted for the study and the qualitative research approach was employed. Purposive sampling method was employed to select two secondary school principals, ten secondary school class teachers per school, ten learners who were beneficiaries of the NSNP and ten of their counterparts who were not on NSNP per school, and two circuit NSNP officers. Individual and focus group interviews, documentary study and observations were used to collect data, which were analysed thematically. The findings of the study revealed that: the National School Nutrition Programme is a credible strategy for learners from poor backgrounds to access schooling and reduce their school drop-out; there was no clear difference in academic performance between leaners who participated and those who opted out of the Programme; educators felt overwhelmed by administrative work for the feeding programme, which compromised on their co-responsibilities; there were inadequate workshops to equip service providers of the Programme; food was provided under poor hygiene conditions which made some learners to opt out of the Programme; Programme records had inaccurate information. Based on the main study findings, the study recommended that the programme should continue as the majority of learners were benefiting; the Programme should have its own v administrative personnel; there should be regular staff development workshops on the Programme; schools should erect proper infrastructure for food storage and service; a multi- ministerial team of experts from health, education Programme; and all schools that have the Programme should maintain nutrition gardens for provision of fresh food. Finally, for the effective role-taking by duty-bearers for the Programme, the study concluded by recommending a model called the Increasing Achievement Mode for the National School Nutrition Programme.
Open Access
Challenges of Grade 6 learners' experience when solving mathematical word problems
(2012-12-19) Sitsula, Tshisikhawe; Mpeta, M.; Kutame, A. P.
Open Access
Challenges of teaching children with dyslexia at intermediate phase in mainstream schools in the District of Vhembe, Limpopo Province
(2016-05) Tshililo, Matamba Eunice; Mulaudzi, M. P.; Sinthumule, D. A.; Dube, B.
Children who cannot read and write are a concern for both parents and teachers. The purpose of the study was to explore the challenges faced by teachers in teaching dyslexic children at intermediate phase in mainstream schools in the District of Vhembe, in Limpopo Province of South Africa. A qualitative research approach was utilised for the study. Semi-structured interviews were used to gather data from the teachers in the mainstream schools. The population of this study comprised of teachers who teach dyslexics and other children at intermediate phase in the mainstream public primary schools in the Dzindi Circuit of Vhembe District in Limpopo Province. Purposive sampling was used to select twenty four teachers who had a minimum of three years teaching experience from the eight schools under study. Data was analysed thematically. Major findings of the study are as follow: challenges faced by dyslexic children on identified competencies such as writing, reading, carrying instructions and confidence; their ability to recall information; parental involvement and overcrowded classrooms. The study recommends the effectiveness of teachers in using the differentiation method to help dyslexic children, availability of physical resources in the form of classrooms and learning materials, community awareness, in-service training for teachers and collaboration among the teachers, learners and parents.
Open Access
Challenges of using action research as a teaching and learning strategy: A case of a college of primary education in Zimbabwe
(2017-09-18) Dube, Buyisani; Mulaudzi, M. P.; Monobe, R. J.; Runhare, T.
The study examined challenges that confront lecturers and student teachers at colleges of primary teacher education in Zimbabwe in the use of action research as a teaching and learning strategy. The study focused on lecturer competency, personal dispositions of students towards mastery of action research skills and institutional challenges. The mixed methods research design was used in this study. A combination of the two research approaches exhibits complementary strengths and non-overlapping weaknesses of the techniques, methods and processes involved. Purposive sampling technique was employed to choose one principal and 9 heads of departments while simple random sampling was used to select 140 student teachers. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Thematic analysis was employed to analyse narrative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. It was established that student teachers have limited practical experience in action research prior to proceeding on teaching practice as well as weak communication skills to support its conduct. The study recommends that lecturers should cater for the characteristics and experiences of student teachers when planning and delivering lectures in order to improve their acquisition of action research skills.
Embargo
Constraints and opportunities of using information and communications technology to support teachinh and learning of Physical Sciences in Sekhukhune East District
(2024-09-06) Mamphye, Veronicca Manyuku; Sinthumule, D. A.; Tshikota, S. L.
Incorporating technology into teaching and learning allows teachers and learners to enhance their collaboration and performance within the educational setting. ICT limitations can act as a barrier for educators in utilising technology in the classroom and hinder their ability to incorporate additional resources using ICT. Challenges to the implementation of ICT in teaching Physical Sciences prevent teachers and learners from the benefits of online learning and access to learning materials in classrooms. In the modern era, the integration of ICT in the classroom is crucial, as it allows learners to develop skills in navigating, analysing and understanding information through online platforms and collaborative interactions with their peers. The study explored the constraints and opportunities of using technology to support the teaching and learning of Physical Science in Sekhukhune East District Limpopo Province. This qualitative research used observations and semi-structured interviews where the respondents, comprising principals, teachers and learners from sampled secondary schools in Sekhukhune East District participated. Identifying challenges related to using ICT in high school settings can help teachers address barriers in the classroom and ultimately become more proficient in integrating technology into their teaching practices. Utilising a qualitative research approach alongside an interpretative paradigm enabled the study to explore the profound, subjective meanings of participants experiences. This improved the understanding of the limitations of teaching Physical Sciences with the help of ICT resources. Purposive sampling methods were used to choose participants in order to align with the characteristics of a quantitative research approach. Data were further examined and interpreted using the theoretical framework of Actor Network Theory to better understand it.
Open Access
Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District
(2018-09-21) Raluswinga, Fhumulani Suzan; Mulaudzi, M. P.; Tshiovhe, T. E.; Dube, B.
The purpose of this study was to investigate how continuing professional teacher development can improve learners’ achievement and schooling in Mathematical Literacy. This study adopted a qualitative research design. The qualitative research method was used to collect data. Semi-structured interviews were used to collect data. The population comprised of all Mathematical Literacy teachers, heads of departments and principals of schools in the Soutpansberg North Circuit. Purposive sampling was used to the select participants. The sample consisted of 3 school principals, 3 heads of departments’ and 9 teachers. Data was analysed thematically. The study revealed that continuing professional teacher development improves learner achievement, teacher skills and knowledge. The study recommended that teachers should be supported by the community, schools and the department of Basic Education, in order to improve their knowledge, skills and learner achievement. In addition, Learners’ needs, engaging parents, assessment strategies and teacher practice were used to measure the impact of CPTD on learner achievement. Of equal importance, teachers should further their studies and engage themselves in reading materials relevant to their profession.
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.
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.
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.
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.
Open Access
Enhancement of Grade 12 learners performance in Physical Sciences in Mopani District, Limpopo Province
(2020) Ratshivhadelo, Thivhilaeli Alex; Mulaudzi, M. P.; Muthambi, S. K.
The purpose of the study was to enhance Grade 12 learners’ performance in Physical Sciences in Mopani District, in the Limpopo Province. The study adopted a mixed methods research. The population of the study comprised of Grade 12 Physical Sciences learners and teachers. 10 schools from 10 circuits in the Mopani Education District were randomly sampled. The simple random sampling technique was also applied to select a quantitative sample of 100 Grade 12 Physical Sciences learners. 1 teacher and 10 learners from each school who were purposively selected participated in this study. Quantitative data were analysed through the Statistical Package for Social Sciences (SPSS) version 25. Qualitative data were analysed and interpreted thematically. The major findings of this study were that there are some modern, efficient and effective strategies that were not implemented in the system to enhance Physical Sciences learners’ performance in Mopani district. These strategies included efficient use of learning text books, laboratory experiments, ICT gadgets, educational fieldtrips, appropriate teaching approaches and the best learners learning styles. The study recommends that the Department of Education should provide adequate textbooks, well-equipped laboratories, and ICT gadgets to all high schools’ secondary schools in the district. Teachers should also improve their use effective teaching approaches which include hands on or student centred learning, inquiry- based learning, projects based and cooperative learning.
Open Access
Enhancement of learner's performance in geometry at secondary schools in Vhembe District of the Limpopo Province
(2015-05) Mamali, Ntshengedzeni Raeneth; Monobe, R. J.; Mulaudzi, M. P.
Learning Geometry has been identified as an area of Mathematics that poses various problems for many secondary school learners’. Many learners’ fail to develop an adequate understanding of geometrical concepts and to demonstrate good reasoning and problem solving skills. Poor performance of learners’ in Euclidian Geometry has been a concern to Mathematics teachers, parents and government. The purpose of this study was to enhance learners’ performance in Euclidian Geometry as a branch of Mathematics in the FET band of secondary schools. The research question was: What factors facilitate the enhancement of learners’ performance in Euclidian Geometry in the FET band of secondary schools? The study adopted the mixed methods design. The population were all the FET band learners who chose Mathematics as a field of study at secondary schools in Nzhelele East Circuit. Purposive sampling was used to select participants who contributed to qualitative data. For quantitative data, clusters and random sampling methods were used to select learners who participated in the study. The sample consisted of 6 school principals, 6 heads of departments and 6 teachers. These groups of people participated in the interviews. Nine schools were sampled from the population and questionnaires were administered to 405 learners of which 45 were randomly selected from each school and 15 learners were randomly selected from each grade level. Thematic analysis was used to analyze qualitative data and the SPSS Version 22 was employed to analyze quantitative data. The data collected revealed the causes of poor performance in Geometry at Grades 10-12. The results of this study described how learners in Grades 10-12 could improve their performance in Geometry.
Open Access
Factors contributing to poor reading and writing skills among Grade 4 English First Additional Language Learners in Klein Letaba Circuit
(2023-10-05) Sombhane, Dianah Eshah; Tshikota, S. L.; Tshisikhawe, M. P.;
The study intends to investigate the factors that contribute to poor reading and writing skills in English First Additional Language ( EFAL) in schools. It is assumed that Grade 4 learners cannot pronounce and write English words correctly. As such, learners fail to read English texts or stories for understanding. This is proved when they struggle to answer questions from the given texts. The study used a qualitative approach. The data analysis is descriptive, and the model used relied on content analysis. The content analysis included, among other things, the induction of themes, coding of those themes, elaboration of those codes, interpretation of those codes and checking of those interpretations. Data was collected through interviews, observations, and documentary studies. The key participants were a focused group of four EFAL teachers together with learners in each school, four school principals and the two EFAL curriculum advisors in the sampled public schools. Four primary schools in the Klein Letaba circuit were sampled for data collection. The study aimed at exploring the factors that contribute to poor reading and writing skills, to identify the role played by EFAL teacher, principals, and curriculum advisors in improving reading and writing skills and recommended strategies necessary to improve reading and writing skills among the grade four EFAL learners. The findings covered the broad concepts dealing with listening and hearing challenges, inappropriate strategies and methodology used by teachers, and teachers not following the teaching plan and lack of reading and writing activities. The study concludes that curriculum advisors as the curriculum coaches should regularly visit EFAL teachers to discuss subject – related matters, recommends that both EFAL teachers in the Foundation Phase (FP) and Intermediate Phase (IP) teachers should firmly teach English as the Annual Teaching Plan (ATP) requires. Teachers have strong reading and writing skills for the leaners to model after their examples. Learners be given plenty of written activities, critique their work and be shown how to fix their mistakes. Learners with speech and hearing impairments obtain remedial aid. Teachers training workshops be done regularly for teachers to be able to handle language skills challenge.
Open Access
Factors influencing learner's achievement in Grade 10 Mathematics: the case of Nzhelele Central Circuit on Vhembe District in Limpopo Province
(2022-11-22) Mamali, Ntshengedzeni Reaneth; Mpeta, M.; Ramabulana, L. P.
Mathematics is one of the disciplines selected by the Department of Education as having the potential to contribute to an increase in the overall quality of education. Educators, parents and the government have expressed concern on the low levels of achievement in mathematics. This study studies the elements that influence the mathematical ability of tenth-grade students and evaluates the qualities that can serve as learning opportunities as well as how students take advantage of these possibilities. This study employed a multimethod research strategy that adhered to the pragmatist paradigm. The population of this study consisted of all department heads, mathematics teachers, and students enrolled in mathematics classes at 13 secondary schools in the Nzhelele Central circuit and Vhembe West area. These schools are located in the Vhembe West region. In the quantitative section of the study, learners' Mathematics grades from the nine secondary schools included in the sample were picked by stratified random sampling. Three secondary schools, three department heads, and six instructors were randomly selected to participate in the qualitative phase of the study. The schools were chosen using a sampling strategy. The sample of qualitative data included two subject advisers, three department heads, and six educators. Interviews were conducted to assemble information regarding these individuals' perceptions of the options for the study of mathematics and how learners utilize these chances. All of the data for this study were collected via a semi-structured individual interview. Learners were picked at random from the community to complete surveys; 30 students from each school were selected. A total of 270 students were questioned. On the qualitative data, thematic analysis was performed, while SPSS was used for statistical analysis of the numeric data. Contact was made with the Vhembe district office to inquire about gaining authorization to conduct the study. Participants in the study were in no way identifiable. The findings of this study indicated that there are opportunities that, if explored appropriately, might considerably improve mathematics instruction and learning.
Open Access
Further education and training band learners'stress coping strategies
(2015-02-04) Thenga, E. N.; Mutshaeni, H. N.; Mashau, T. S.