Department of Professional and Curriculum Studies

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Open Access
An investigation into the implementation of the National Policy on District Support Services for effective teaching and learning at school level
(2005) Masipa, Mokgadi Maggie; Bayona, E. L. M.
This study examines the extent to which education districts in the Limpopo Province support effective teaching and learning at school level, with general applicability to similar education districts in South Africa and elsewhere. The literature reveals that education districts in most developing countries, do not support the participation of principals and educators, and that changes are required to effect higher levels of involvement. The study focuses on how this might be attained. The study makes recommendations on District Support Services which will ensure the involvement of district personnel, principals and educators in transforming schools into effective teaching and learning organisations. The theoretical base is derived from literature review on district support services in South Africa and elsewhere. This review is used to establish common conceptions for the study, and illustrates the extent to which the involvement of all relevant stakeholders is considered desirable and feasible. The analysis also reveals how the policy on district support services in South Africa falls short of complying with the country's local diversity and also with its policy of Outcomes - Based Eduaction which focuses on producing citizens who are equipped with values, knowledge and skills that will enable them to play a productive role in society. The implication of Outcomes - Based Eduaction is that individuals acquire these qualities through active involvement in the learning process. It seeks to create a lifelong learner who is confident and independent, literate and multi-skilled, compassionate, with respect for the environment and the ability to participate in society as a critical and active citizen. The field work was carried out in education institutions falling under Sekgosese Education District in Region Three of Limpopo Province and involved a sample of three hundred and thirty-two education practictioners, divided into five target groups:educators (200), principals (100), circuit managers (4), curriculum advisers (16), and administrators (12). The analysis of the data is composed of three parts. The first concerns the calibre of people who are implementing the policy. The majority of participants still lacked the relevant qualifications required while the need for staff development was identified by many as a major concern. In the second part respondents overwhelmingly indicated the need for clarification on the nature, the role and functions of the education district. In the third part the report shows thata general agreement also exists amongst the respondents for the need to address the constraints experienced at all levels in the implementation of district support services. The study concludes that in a globally competitive environment like the one we have today, it is no longer sufficient to make excellent strategic and operational plans. It is rather crucial for organisations to have systems that will ensure that this plans are effectively achieved. The rationale for this view is based on the argument that this may provide opportunities for learners to extend and develop their personal education competence, critical awareness and shared insight of the role which they and schools are expected to fulfil in their rapidly changing communities. The following key concepts were used throughout the study: • Education District • Curriculum 2005-08-24 Education Policy Reserve Fund Programme (EPRFP) • The School Governing Body (SGB) • National Policy • District Support Services • Effective Teaching and Learning
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.
This paper draws on original empirical phenomenological study data to examine the attitudes of high school students towards the teaching profession. The study examines how the high school students perceive the teaching profession and the factors that cause such attitudes. Both quantitative and qualitative approaches were utilised to facilitate triangulation, thus to verify the same findings, to establish data trustworthiness and to reduce the risk of chance association and systematic biases so that the study's validity and reliability is enhanced. Triangulation also served to link empirical data and gave depth to the interpretation of results. The findings of the study highlight issues around the low salary or remuneration in the teaching profession, work overload and added responsibilities, violence and learners' lack of discipline at schools, and most notably the fact that teachers are not encouraging students to follow the teaching profession. Another issue highlighted in the findings is that the high school students no longer see teaching as a noble profession as it is stressful and a low status job and therefore, would not follow it even if bursaries are made available. This thesis further makes an original contribution to the understanding of how high school students nowadays see the teaching profession. It raises serious issues for all the educational stakeholders specifically the South African government and the governments of the world as they are faced with an acute teacher shortages. The recommendations thereof suggest aspects which can be utilised for the benefit of the teaching profession.
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.
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.
Poor performance in solving mathematical word problems is a long standing challenge for all learners. The mastery or understanding of word problems is seen as a crucial test of mathematical ability. When solving such problems, learners supposedly go beyond rote learning and memorization of facts and rules without understanding in order to get the correct answer. Research shows that performance on word problems is increasingly becoming poorer and poorer every year. This study is aimed at investigating the challenges that learners face and the difficulties they encounter when solving mathematical word problems. In particular, the influence of English language proficiency and problem-solving skills learners possess were investigated as well as any other factors which could have been contributing to the challenges the learners came across. Grade 6 learners formed the subjects for the study. The researcher believes that Grade 6 is a very important class due to the fact that it serves as both the end of Intermediate phase and the starting point of the Senior Phase. In this regard, learners in Grade 6 level should be given more attention than other classes because they are on a transition stage. The sample was from 10 schools selected randomly from a population of 18 schools in the Tshinane Circuit of the Vhembe District in the Limpopo Province. Questionnaires in the form of written tests were used and analysed quantitatively to identify the challenges and the difficulties the learners experienced. The questionnaires were analysed qualitatively to investigate these challenges in order to enable to understand and give a description. The study revealed that lack of teaching word problems in the learning and teaching situation was a strong predictor of learners' success in solving word problems. Findings in this study also suggest that language proficiency in general is a barrier to a good performance among learners.
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.
Open Access
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.
Reading is a skill which pervades many aspects of modem life and invariably, in our society, it is simply assumed that individuals can read. For children who experience difficulty with reading, the effects can be depilating in terms of their interaction with their environment. Learners with reading problems seem to fall behind in nearly all school subjects, and are likely to develop negative concepts and lose any motivation to succeed academically. There are generally many learners in classes who experience varied reading problems. Such reading problems can hinder learners' cognitive development and prevent them from reaching their full potential while expecting educators to enable them to cope in their learning. The aim of this study was to investigate how educators cope with learners experiencing reading problems in Grade 2 Tshivenda in the Foundation Phase. The study was quantitative in nature. Foundation Phase educators teaching Grade 2 were selected using purposive sampling procedure. A structured questionnaire was used to collect data. Results show that at some point in their development, children's reading problems are likely to have a negative impact on their academic achievement. The consequences of this negatively affect their schoolwork and their self-esteem. If not addressed, these difficulties go with the children into their adult lives and impact on the types of positions and roles which they are able to take up as adults. The results suggest that these children not only need, but also deserve, every bit of help possible to improve their reading skills.
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.
A new national curriculum, known as Curriculum Assessment Policy Statement (CAPS), was adopted in 2011 based on the principles of Revised National Curriculum Statement (RNCS) to introduce education that is lifelong learning for all South Africans. The aim was to shift from content-based education to Outcomes Based Education which experienced marked implementation challenges. However, in the context of under-resourced, over-crowded, understaffed schools in both the urban and the rural areas this has not been prepared for by the department placing extra demands on educators' time and capacity and exposing it to challenges as experienced by the now out-dated curriculum. The aim of this study is to investigate the implementation of First Additional Language (FAL) in Foundation Phase as required by CAPS in the public schools at Dzondo Circuit situated in the rural areas of Limpopo Province. This quantitative study used a self-administered questionnaire to collect data from one hundred and fifty five educators from public schools in the Dzondo Circuit. Results reveal that there are challenges that educators are facing in the process of implementing FAL in the new Curriculum. It was also found that the majority of educators are not effective in implementing FAL as they do not know how to implement English as required by the new curriculum. The findings of this study should assist in the implementation process of the First Additional language in Foundation Phase as required by Curriculum Assessment Policy Statement (CAPS) in public schools.
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.
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Enhancing learners performance in Geographic Information System: a case study of selected schools in Sekhukhune East District
(2025-09-05) Mabitsela, Makgobelele Samson; Makhwathana, R. M.; Mashau, T. S.
The learners’ failure rate in Further Education and Training is attributed to different factors, including but not limited to the introduction of the Geographical Information System, changes in assessment, redeployment of teachers, and insufficient knowledge of the content by teachers. The purpose of the study was to explore the strategies to enhance the learners’ performance in the Geographical Information System in the Further Education and Training Phase in Sekhukhune East District. The study adopted an interpretivist paradigm and a qualitative research design using case studies, and data were collected through observation, interviews, and document analysis. The population of the study included all learners, Geography curriculum advisors, and all teachers of Geography in Sekhukhune East District. A purposive sample, which consisted of 15 respondents, namely, three curriculum advisors, six learners doing Geography and six Geography teachers, was used. The study adopted qualitative research methods and case study research design. The findings indicated how a particular strategy impacts learners’ performance, such as The Dinaledi Project, incubation, twinning of schools, training teachers on using ICT to enhance GIS lessons, and workshops and seminars for Geography subject advisors and teachers on GIS teaching. Based on the study findings, the researcher recommends that the Department of Basic Education and its stakeholders should collaborate with the private sector so that schools can benefit from GIS data and GIS awareness campaigns and access data easily. Schools should also purchase GIS-compliant Learner Teacher Support Materials to provide guidance and explain GIS easily.
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Exploring the attitudes and perceptions of Foundation Phase teachers towards Inclusive Education in Vhembe West District
(2025-05-16) Masikhwa, Rofhiwa; Makhwathana, R. M.
The study explored the attitudes and “perceptions of Foundation Phase teachers towards inclusive education. Learners with special needs are often excluded or overlooked in early childhood education, yet it is enshrined in the Constitution of South Africa that every child has a fundamental right to education. An interpretivist paradigm was used in the study. The study was qualitative. The population for this study comprised all Foundation Phase teachers in full-service schools in Vhembe West District. A purposive sample of 6 Foundation Phase teachers from three selected schools was used. Data was collected using interviews, classroom observation and document analysis. Data was analysed thermatically. The study found out that Foundation Phase teachers have negative attitudes and perceptions towards inclusive education, which disadvantages learners with special needs. To improve the attitudes and perceptions of Foundation Phase teachers towards inclusive education, the study recommends the following strategies: ongoing support forf teachers through teacher training, workshops and teacher engagement with parents and caregivers of leaners with special needs. The study also recommends the provision of equipment and facilities for the smooth implementation of inclusive education in schools.