Theses and Dissertations

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Grade 6 Teachers perceptions towards textese in English as a second language in Vhembe East District Limpopo Province
(2023-10-05) Makgakga, Elelwani Veronica; Muthambi, S. K.; Kaheru, S. J. M.
Due to advancements in information and communication technology (ICT), there is an increased use of shortened English words among the Grade 6 learners arising from their interactions with social media. Learners’ writings of English First Additional Language (EFAL) at this level make frequent use of word versions which compromise their performance. The study, therefore, explores teachers’ perceptions towards textese and whether it influences the increasing word-shortening in EFAL classrooms. The research paradigm of interpretivism was adopted for this study which is compatible with the exploration of teachers’ perceptions towards textese among Grade 6 learners in Vhembe East District. It was further accompanied by a qualitative research approach where the researcher set out to find whether Grade 6 teachers believed there was a possible link between the ownership and usage of mobile phones by learners and the prevalence of grammatical and spelling mistakes described as textese in written work like essays. Ownership and usage of cellphones was considered the primary means of accessing social media by learners. A purposive sample of 12 Grade 6 teachers from four schools in the Mutshundudi Circuit of Vhembe East District was drawn from the entire population of all teachers of English First Additional Language (EFAL). 11 teachers were interviewed. The research techniques of interviews and document analysis were employed together with administration of questionnaires as research instruments. Document analysis of the Grade 6 essays from 12 interviewed.ne and a number of errors found analysed. The research software of Atlas was used in the analysis of the transcripts of the interviews and discussions by coding and grouping the responses into themes and sub-themes to find repetitive issues which were treated as major factors according to inductive thematic analysis. The research participants unanimously agreed that grammatical mistakes of textese were positively correlated with access to social media through ownership and usage of mobile phones by Grade 6 learners. Textese was higher among those with more access and lower among those with limited or no access. Textese still prevailed among the latter group with no access to social media through their interaction in group work with their peers as postulated under social constructivism. Finally, the study suggested both micro recommendations which can be implemented at the local school level and macro recommendations which involved the Department of Education itself making policy changes and issuing certain directives or instructions which can affect all schools in an effort to curb the spread of textese. Further studies with a larger sample of teachers and more document analysis of written essays of learners over a longer time was recommended.
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.
Grade 12 learner's performance in Mathematics: a case of two secondary schools in Nzhelele West Circuit, Vhembe West District, Limpopo Province
(2023-05-19) Ramabulana, Naledzani Margaret
The National Senior Certificate Examination results for Mathematics have recently declined, particularly in the Province of Limpopo. The purpose of this study is to investigate factors that contribute to Grade 12 learners’ performance in secondary schools in Nzhelele West Circuit. The study adopted a qualitative research design to unearth participants’ experiences regarding the topic under investigation. The populations of the study were the learners, educators, departmental heads, and principals of two secondary schools in Nzhelele West Circuit. The sample size of twenty-eight participants was purposively selected from two secondary schools. The unstructured questions were used to collect data from the participants in which interviews (individual and focus-group) would be conducted. Collected data from interviews were analysed through themes and coding. Key concepts: Cognitive Development, Constructivism, Learners’ Performance, Poor Performan
Impact of the parent-teacher relationship in the education of children in secondary schools in Lwamondo Circuit of Vhembe West District
(2023-05-19) Kumbani, Balanganani Maurice; Tshikota, S. L.; Sinthumule, D. A.
Parent-teacher relationship in the education of their children is often linked to the children’s academic performance. There has been little attempt to investigate the impact of parent-teacher relationship to the children’s academic performance. The present study investigates two scenarios of the impact: the child’s perception of the role of parents in the child’s performance in education and the role of student-teacher relationship in the children’s performance at school. Moreover, the study will investigate the impact of parent-teacher relationship in the education of children in secondary school and will also suggest alternative strategies which will encourage parents to be involved in the education of their children. The population of the study will consist of secondary schools in the Lwamondo Circuit where four schools have been selected for the study. The study will use a sample of 40 participants of principals, educators, parents and learners of the four selected secondary schools in a population of seven schools in the circuit. The significance of the study is that the Department of Basic Education (DoBE) and other stakeholders such as parents and learners could benefit from its findings. The findings of the study could assist the Department of Basic Education and parents of the learners attending schools in Lwamondo Circuit with strategies which will impact in the education of their children.
The role of Head of Department in enhancing Grade 12 learners academic performance: a multiple case study in Vhuronga 2 Circuit in Vhembe District of Limpopo Province
(2023-05-19) Mudau, Nthambeleni Salminah; Muthambi, S. K.; Nesengani, A. T.
The responsibilities of departmental heads in schools vary and encompass supporting the school managers at all costs. Many a time when the performance of Grade 12 leaners slump, the school managers are blamed because Grade 12 class remains the pride of any secondary school. The goal theory of leadership was identified and applied as the appropriate theory grounding the study. The interpretivist paradigm was placed at the center of this study. The researcher employed a multiple case study design in which several instrumental bounded cases were selected in order to develop a more in-depth understanding of the phenomena. The population of the study will comprise the heads of departments of secondary schools in Vhuronga 2 Circuit in Vhembe District. Purposive sampling will be used to select 12 HoDs from the four schools in the study area. Data will be collected through semi-structured interviews, document analysis and observation schedules. Data will be analysed thematically. Findings will inform recommendations on the role of the heads of departments in enhancing the academic performance of learners.
Investigation on how teaching and learning resources are allocated at Shamavunga Circuit, Limpopo, South Africa
(2022-11-10) Tsiku, Phyllis; Nesengani. A. T.; Mashau, T. S.
Shamavunga Circuit's teaching and learning resources were investigated. Teaching and learning resources include classroom materials, financial, physical, and human resources that support education in public schools. The study collected data quantitatively by surveying participating principals, department heads, teachers, and school board members. We used a random sampling approach. The study's target population included all ten schools on Shamavunga Circuit, as well as their administrators, teachers, board members, and department heads. There were 10 principals, 20 department heads, 40 teachers, and 30 school board members. The sample consisted of 100 students from ten Shamavunga Secondary Schools. The new democratic administration in South Africa inherited a very divided and uneven education system, which impacted student achievement. Investing in a school's physical, teaching, and learning resources has been shown to impact student and teacher motivation.
The impact of migration on learning: a case of Mvudi Circuit in Vhembe District Limpopo South Africa
(2022-11-10) Masakona, Takalani Cedrick; Tshisikhawe, M. P.; Sikhwari, M. G.
The purpose of this study was to investigate the impact of migration on learning in Mvudi Circuit, Vhembe district of Limpopo province. This study identified education as a factor that influences the migration of learners to township schools in Mvudi circuit. The good performance of learners in Mvudi circuit has attracted many learners to migrate from rural areas to Thohoyandou township to get a better education. The study adopted ‘theory triangulation’ through the utilisation of Bronfenbrenner’s Ecological System theory (1989), Lee’s Rural-Urban Migration theory (2007), and Mabogunje’s System Approach theory (1970), as the guiding theoretical frameworks. This study adopted the anti-positivism research paradigm which includes both the interpretivist and constructionist approaches, and the research design that guided this study was phenomenology. The study adopted a qualitative research method because it grants a better opportunity to study the actions, attitudes, behaviors, and intentions of the participants. The population comprised school principals, teachers, learners, and drivers who transport learners. Purposive sampling was used as the sampling strategy in the study. Individual interviews and focus group interviews were used as data collection strategies. The collected data was analysed thematically using a variety of procedures ranging from transcription, checking, and segmentation. Thick descriptions that elaborated on the feelings, attitudes, and experiences of participants were given.
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.
Student engagement challenges encountered by international postgraduate students at one South African university
(2022-11-10) Chiweshe, Misozi; Mudzielwana, N. P.; Runhare, T.
The purpose of this study was to understand the engagement and experiences of International Postgraduate Students (IPGS) in South African universities. Given the situation of being in a foreign country, IPGS were likely to face unique challenges as they engage in the new higher education environments. This is against the background that the concept of student engagement features prominently in most academic performance predictions in higher education. The study was a qualitative case study situated in the interpretive paradigm. Tinto’s Social and Academic Integration Theory and Kahu’s Conceptual Framework of Student Engagement guided the study. A purposive sample of 22 former (11) and current (11) IPGS and one (1) representative from the International Relations Office (IRO) constituted the study participants. The dimensions of student engagement and experiences of the participants were captured through audio-taped one-on-one, telephonic semi-structured interviews. The university internationalisation policy document was analysed to explain policy against practice. Data captured was managed, sorted and organised through the process of thematic coding. The study established that IPGS were positively engaged in their studies despite the challenges encountered because of their sheer determination to get the prestigious South African qualification. Secondly, IPGS found dissatisfaction with the services provided by the institution and the IRO was a letdown as their primary host. The findings also revealed that there were genuine challenges peculiar to IPGS. To succeed with their studies IPGS had to find ways to deal with the struggles where the institution was not of assistance. Results availed information that can be used to help design services and resources that address IPGS’ needs and generate continued development and improvement in hosting HEI systems to enhance the quality of IPGS’ academic experience.
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.
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.
The Impact of Parent-Teacher Relationship in the Education of their Children in Secondary Schools in Lwamondo Circuit of Vhembe West District
(2022-07-15) Kumbani, Balanganani Maurice; Tshikota, S. L.; Sinthumule, D. A.
Parent-teacher relationship in the education of their children is often linked to the children’s academic performance. There has been little attempt to investigate the impact of parent-teacher relationship to the children’s academic performance. The present study investigates two scenarios of the impact: the child’s perception of the role of parents in the child’s performance in education and the role of student-teacher relationship in the children’s performance at school. Moreover, the study will investigate the impact of parent-teacher relationship in the education of children in secondary school and will also suggest alternative strategies which will encourage parents to be involved in the education of their children. The population of the study will consist of secondary schools in the Lwamondo Circuit where four schools have been selected for the study. The study will use a sample of 40 participants of principals, educators, parents and learners of the four selected secondary schools in a population of seven schools in the circuit. The significance of the study is that the Department of Basic Education (DoBE) and other stakeholders such as parents and learners could benefit from its findings. The findings of the study could assist the Department of Basic Education and parents of the learners attending schools in Lwamondo Circuit with strategies which will impact in the education of their children.
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.
Responsive curriculum as an aspect of marketing technical and vocational education and training colleges in Limpopo Province
(2022-07-15) Nkadimeng, Makoko Heerden; Tshiovhe, T. E.; Nenzhelele, M. A.
The aim of this study was to investigate how a responsive TVET (Technical and Vocational Education and Training) college’s curriculum can serve as a marketing tool, to attract learners to technical and vocational education and training in Limpopo Province. The study adopted a qualitative research approach. The researcher used individual interviews to collect data from the participants. Document analysis was used and an observation schedule was developed and used to collect the study data. The population of the study comprised of all Department of Higher Education and Training TVET officials, principals of TVET colleges, TVET marketing managers, and learner support officers in Limpopo Province. Purposive sampling used to select the participants of the study. The sample comprised of 1 Department of Higher Education and Training TVET official, 3 principals of TVET Colleges, 3 TVET marketing managers, and 3 learner support officers. Thematic analysis was used to analyze the data collected. The study showed that learners migrate to other provinces because some of the TVET Colleges offer the skills that do not meet the requirements of the business around their community’s needs. Lecturers teaching at the colleges were also found to be inadequately qualified. As a result, learners migrate to other provinces, hoping there would be job opportunities after completing their studies. TVET Colleges also do not market themselves sufficiently, for learners to understand their programs. Lecturers also need to have a teaching qualification and complete a trade test -for those teaching engineering courses. In addition, the college budget for marketing should be adequate. Furthermore, high school principals should provide brochures on a yearly basis, to assist learners at their respective schools. TVET Colleges should also address local needs. Finally, TVET Colleges should collaborate with businesses to get financial assistance.
Impact of languages subject advisor's roles on teaching and learning of languages in the intermediate phase, Vhembe District in Limpopo
(2020) Munyai, Tshimangadzo Rachel; Litshani, N. F.; Mulovhedzi, S. A.
The study investigated the Impact of Languages Subject Advisors’ roles in Teaching and Learning of Languages in the Intermediate Phase, Vhembe District in Limpopo Province. The study sought to identify the relevant intervention strategies to improve Languages pass rate in the Intermediate Phase. The study used two research methods and the relevant information was gathered using questionnaires and interviews from the two (2) circuits of Vhembe District, namely, Mvudi and Soutpansberg West Circuits. Purposeful and random samplings were used to select 100 languages teachers in the Intermediate Phase, 5 Languages Heads of Departments (HODs), plus 2 Languages Subject Advisors as participants for this study. From these, 05 HODs in Languages participated in the interviews together with the 2 Languages Subject Advisors, hence, 100 Languages teachers responded to the questionnaires. Quantitative data were analysed through the Statistical Package for the Social Sciences (SPSS). Qualitative data was analysed thematically. The main finding of this study revealed that the roles that Subject Advisors are playing have a serious impact in enhancing language teaching and learning. The study recommends, among others, that Action Research by teachers should be effective in enhancing the teaching and learning of Languages.
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.
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.
Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South Africa
(2019-09-20) Mbhenyane, Charlotte Misaveni; Mulaudzi, M. P.; Dube, B.
The focus of this study was to investigate the sustainability of teaching Consumer Studies as a school subject. The study was conducted in Vhembe District schools. The main purpose of the study was to establish the extent of the challenges affecting the sustainability of teaching Consumer Studies and to develop the necessary measures to address them. Consumer Studies is in a struggle for legitimacy as a school subject, despite its recognition and designation by the Department of Education. The study argued that Consumer Studies as a school subject is a tool for creating a sustainable future for learners. The nature of the study demanded for the adoption of a qualitative research design. Purposeful sampling procedure was used to select the population for the study. 42 secondary schools which offered Consumer Studies in all the circuits of the Vhembe District were purposefully selected. Participants constituted of school principals, heads of departments and Consumer Studies teachers of the sampled schools. Interviews, Observation and Document analysis were used as strategies for data collection. Data was analyzed thematically. The study revealed that Consumer Studies as a school subject was gradually downgraded and was not given the value that it deserves by the relevant authorities. This was evident as five out of the fifteen sampled schools were in the process of excluding the subject from the curricular. The study also revealed that the school subject Consumer Studies was not promoted as a viable career option for learners. The subject was regarded as an elective in the curricular of most schools selected for the study. It was recommended that the value of Consumer Studies be considered in order to avoid its elimination while other learning areas were added into the system and given compulsory status as well. The study further recommends the promotion of Consumer Studies as a viable career option for learners at secondary schools. The study suggested a model for sustaining the teaching of Consumer Studies at secondary schools.
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.
The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province
(2018-08-21) Makgato, Mathukhwane Johannah; Mulaudzi, M. P.; Dube, Buyisani
The study investigated the implementation of Curriculum and Assessment Policy Statement (CAPS) at the Foundation Phase. The implementation of CAPS was problematic in South African schools. If challenges experienced by teachers, such as inadequate resources, insufficient support, financial constraints and lack of proper training are not addressed, they would have far-reaching consequences for the type of skilled learners the system seeks to produce. The study was informed by an antipositivist worldview. The study adopted a qualitative case study research design. The population was the Foundation Phase teachers and School Management teams in Koloti Circuit. Purposive sampling was used to select participants. The sample consisted of 24 Foundation Phase teachers, 8 Heads of Departments and 8 School Principals. Qualitative data was generated through individual and focus group interviews and was analysed thematically. The study revealed that teachers understood CAPS. The curriculum was implemented fully in the schools. The study also established that even though teachers were committed to implementing the curriculum, there were challenges in the system like; inadequate teacher training, multi-grade teaching, monitoring and support for teachers, skilled school management teams and provisioning of human and material resources. The study recommends quality continuous teacher development, merging of small schools to eliminate multi-grade teaching, commitment to learner teacher ratio of 1:35 and providing schools with sufficient and relevant human, physical and material resources to enhance the implementation of the curriculum.

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