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Item Embargo Teacher and Learner Experiences of Using ICTs for Teaching and Learning during COVID-19: A Case of Two Secondary Schools in Shiluvane Circuit, Mopani District, Limpopo Province(2024-09-06) Chauke, Xihluke Excellent; Mafenya, N. P.; Muremela, M. G.The purpose of this study was to investigate the experiences of secondary teachers and learners in using ICTs for instructional purposes during the COVID-19 pandemic. The study also aimed to understand the opportunities and challenges surrounding the use of ICT in teaching and learning during COVID-19. The study used connectivism and social constructivism as its theoretical frameworks. To achieve the objectives mentioned above, the study used a qualitative interpretative research approach that uses semi-structured interviews and review of documents as its data collection strategy. The study included a sample size of 20 participants, ten teachers, and ten learners. These participants were purposefully selected from two secondary schools within the Shiluvane circuit in the Mopani district of Limpopo Province. The expected study findings were as follows: Firstly, the study revealed the effects of the COVID-19 pandemic on secondary school teachers and learners on teaching and learning. Second, the study indicated the potential technology has in making teaching and learning possible anywhere, anytime.Item Open Access 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.Item 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.Item Open Access 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.Item Open Access 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.Item Open Access 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.Item Open Access 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.Item 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.Item 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.Item Open Access 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.Item 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.Item Open Access 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, BuyisaniThe 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.Item Open Access The implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe(2018-09-21) Nkomo, Duduzile; Mulaudzi, M. P.; Muthambi, S. K.This study sought to evaluate the implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe. A mixed-methods research design was adopted. Questionnaires were used to collect quantitative data while semi-structured interviews and documentary evidence were used to collect qualitative data. All the 50 mainstream primary schools found in the district were included in the study. From these, simple random and purposive sampling procedures were adopted to select participants. Simple random sampling technique was used to choose 150 teachers, that is, 3 from each school. In this case, 50 were Grade 1 teachers, the other 50 taught Grade 3 classes and the last 50 were schools’ clinical language remedial teachers. Purposive sampling was used to select 10 heads of schools who had established special classes in their institutions. The same sampling technique was also used to select a District Remedial Tutor, District Early Childhood Development Trainer and District Schools Inspector. Quantitative data was analysed through the use of the Statistical Package for Social Sciences (SPSS) Version 24. Qualitative data was analysed and interpreted thematically. The major findings of the study were that, lack of adequate policies, negative attitudes from some stakeholders, shortage of expert teachers and relevant material resources were some crucial factors that hampered effective implementation of intervention programmes for learners with dyslexia. The study recommends the development of dyslexia-friendly schools through designing relevant policies, holding dyslexia awareness campaigns both in schools and communities, training of more specialist teachers and the provision of learning resources that are more sensitive to the diverse needs of learners with dyslexia.Item Open Access The transition of learners from Grade R to Grade 1 in Mutshundudi Circuit, Vhembe District(2018-05-18) Maphiri, Tshililo Hazel; Mudzielwana, N. P.; Mulovhedzi, S. A.The transition of learners from Grade R to Grade 1 in a formal school is a significant stage. The purpose of the study was to investigate the transition of learners from Grade R to Grade 1 in Mutshindudi Circuit, Vhembe District. The researcher used qualitative method to conduct the study in order to get in-depth information to improve the teaching and learning of children in transition. It was a case study of one school where three Grade R and three Grade 1 teachers were selected. Individual interview and observation schedules were used to collect information from the informants during class visits. Learners were observed during teaching and learning in the classroom to see how teachers facilitate the transition between two grades The population of this study comprised with six teachers, three from Grade R and three from Grade 1. Purposive sampling of three Grade R and three Grade 1 teachers was based on the teachers’ knowledge and experience in these Grades. The findings revealed that Grade 1 teachers expected Grade R learners to know how to read and write. Teachers had experienced transition problems as the policy stipulates that all Grade R learners should progress from Grade R to Grade 1. Teachers should be inducted on how to assist learners to transit from Grade R to Grade 1Item Open Access Teacher preparation for the implementation of the National Curriculum Statement(2009-08) Tshiguvho, Muvhango Esther; Mulaudzi, M. P.See the attached abstract belowItem Open Access Professional development of accounting teachers in the integration of instructional technology in Limpopo Province(2018-09-18) Tshiovhe, Takalani Elizabeth; Monobe, R. J.; Mutshaeni, H. N.; Mulaudzi, M. P.See the attached abstract belowItem 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.Item Open Access The influence of English as a language of learning and teaching on high school learners' academic performance in Mathematics in Vhembe District(2015-05) Makhuvha, Livhuhani Cathrine; Mulaudzi, M. P.; Lumadi, M. W.See the attached abstract belowItem Open Access The impact of intervention strategies in addressing bullying among secondary schools students in Motupa Circuit(2015-05) Neluheni, Nthatheni Samson; Litshani, N. F.; Mudzielwana, N. P.The study aims to investigate the impact of intervention strategies in addressing bullying among secondary school students. A literature study was conducted, in order to understand the views of different authors and other researchers on effective intervention strategies. An empirical study utilising the quantitative research approach was used. A questionnaire was employed to gather data. It was distributed among all secondary schools in Motupa circuit. The Statistical Package for Social Sciences (SPSS) version 17.0 was used to analyse data from the questionnaire using the maxim for statistical significance. Findings from the empirical study were discussed. The implication is that intervention and preventive strategies need to be based on personal and contextual factors, in order to effect change.Item 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.