Department of Professional and Curriculum Studieshttp://hdl.handle.net/11602/19662024-03-29T07:13:12Z2024-03-29T07:13:12ZGrade 6 Teachers perceptions towards textese in English as a second language in Vhembe East District Limpopo ProvinceMakgakga, Elelwani Veronicahttp://hdl.handle.net/11602/26052023-11-08T09:37:46Z2023-10-05T00:00:00ZGrade 6 Teachers perceptions towards textese in English as a second language in Vhembe East District Limpopo Province
Makgakga, Elelwani Veronica
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.
MEd (Educational Management); Department of Professional and Curriculum Studies
2023-10-05T00:00:00ZFactors contributing to poor reading and writing skills among Grade 4 English First Additional Language Learners in Klein Letaba CircuitSombhane, Dianah Eshahhttp://hdl.handle.net/11602/26042023-11-08T09:26:07Z2023-10-05T00:00:00ZFactors contributing to poor reading and writing skills among Grade 4 English First Additional Language Learners in Klein Letaba Circuit
Sombhane, Dianah Eshah
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.
MEd (Educational Management); Department of Professional and Curriculum Studies
2023-10-05T00:00:00ZGrade 12 learner's performance in Mathematics: a case of two secondary schools in Nzhelele West Circuit, Vhembe West District, Limpopo ProvinceRamabulana, Naledzani Margarethttp://hdl.handle.net/11602/25412023-07-31T07:31:24Z2023-05-19T00:00:00ZGrade 12 learner's performance in Mathematics: a case of two secondary schools in Nzhelele West Circuit, Vhembe West District, Limpopo Province
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
MEd (Curriculum Studies); Department of Professional and Curriculum Studies
2023-05-19T00:00:00ZImpact of the parent-teacher relationship in the education of children in secondary schools in Lwamondo Circuit of Vhembe West DistrictKumbani, Balanganani Mauricehttp://hdl.handle.net/11602/25052023-06-19T14:34:06Z2023-05-19T00:00:00ZImpact of the parent-teacher relationship in the education of children in secondary schools in Lwamondo Circuit of Vhembe West District
Kumbani, Balanganani Maurice
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.
MEd (Educational Management); Department of Educational Management
2023-05-19T00:00:00Z