Theses and Dissertations

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Open Access
The role of the principals in managing conflict in primary schools in Dzindi Circuit in Vhembe Region in the Limpopo Province
(2008-05-10) Rathanya, Tuwani Agnes; Ravhudzulo, M. A.
This study is centred on the role of the principals in managing conflict in primary schools in the Dzindi circuit. Qualitative methods which involved the use of in-depth individual and focus group interviews were used in this study. The study revealed that the main causes of conflict in primary schools arc overcrowding in classroom, management style, misunderstanding. and fear of unknown, monitoring system, lack of school policy and lack of proper channels of communication. The study also revealed that principals have crucial role in managing conflict. They become the mediators and the negotiator in managing conflict and reconcile the parties in the conflict. The principals also emphasised that they prevent conflict by forming syndicates in their schools, encouraging teamwork, avoiding gossip and by being a good Iistener.
Open Access
The perception of Grade One teachers towards the use of educational technology in implementation Curriculum 2005: a case in the Northern Province (Region 3)
(2000-05-16) Rambani, Tanganani Esther; Bayona, E. L. M.
The research study was initiated to investigate the challenges faced by secondary school educators with regard to the management of teenage mothers who receive child support-grant in Sibasa Circuit of the Vhembe District of Limpopo Province of South Africa. The study focused at critical issues that are experienced by educators in managing these teenage mothers in schools. The assumption was that educators' and learners performance is affected the lack of effective and efficient management of learners. In addition, it is assumed that effective and efficient management of these learners may improve their performance as well as that of educators with respect to obtaining satisfactory pass rate. These critical issues include amongst others; capacity of educators in managing teenage mothers who receive child support grant; understanding of roles and responsibilities of educators in the management these learners; causes and effect of absenteeism by teenage mothers; poor performance by teenage mothers; dropouts and performance of learners. Triangulation of quantitative and qualitative methods of data collection was employed to collect both qualitative and quantitative. Ten (10) Schools within the target area namely, Sibasa Circuit in the Vhembe District were sampled and data was collected using a structured questionnaire comprised of both open-ended and closed-ended questions. Key findings of the research study were that educators did not receive proper training regarding the management of teenage mothers at their schools; educators are not familiar with the policies guiding the management of teenage mothers and those lacks of management of learners have impact to the performance of learners that leads to their drop out of school. Some recommendations are that: • Educators should be trained about the management of teenage mothers, receive ongoing training, outline and communicate roles and responsibilities with respect to management of these learners, as well as the ensuring that the accountability of success and failure of the management is made clear to both educators and learners.
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The attitudes of Pre-service Teachers Towards the Use of Experiments in Teaching and Learning Science
(2025-09-05) Mukwevho Shonisani Grace
This study examined the attitude of pre-service teachers towards the use of experiments at a university in South Africa. This study employed a quantitative research design to investigate the attitudes of a sample of 82 pre-service teachers toward the use of experiments in science education. The participants were chosen through stratified random sampling. In a stratified random sample, the population was split into gender-based groups that are mutually exclusive, and random samples were taken from each category. The population comprised all undergraduate pre-service science teachers. All 2nd-year pre-service science teachers made up the study sample size (36 males and 46 females, making a total of 82). The study utilised experiments, survey administration, and questionnaires to gather data on pre-service teachers' attitudes and experiences related to experiments in science education. The data was collected using Google Forms and shared via WhatsApp. The aim was to understand the occurrence of positive and negative attitudes, identify potential patterns, and assess the impact of demographic variables such as gender. The questionnaires were designed to elicit responses regarding pre-service teachers' attitudes, perceptions, and experiences related to experiments in science education. These attitudes were measured and analysed quantitatively using IBM-SPSS, with a focus on understanding the pre-service science teachers attitudes towards the use of experiments by identifying potential patterns and assessing the impact of demographic variables. Virtual or computer laboratory simulations are computer-based tools with wide application possibilities in scientific areas. Virtual laboratories include students doing experiments online, and they require input data to begin the tests. Real laboratory experiments involve tasks that are carried out in the laboratory using a lab manual. Students acquire data in this type of experiment by taking measurements or making observations. Additionally, the lab manual was provided to assist with the carrying out of the experiment. The statistical analysis method used is called inferential statistics. This type of method was used to measure differences between groups (between males and females), assess relationships between variables and test hypotheses. IBM-SPSS version 28 for Windows was used to analyse data that were collected using google form on a weekly basis. Most of the pre-service science teachers shows positive attitudes towards the use of experiments in science education. This confirms that majority of pre-service science teachers identify experiments as an effective teaching tool to make learners understand the curriculum and improve student engagement. According to the findings, female pre-service teachers showed a slightly higher positive attitudes towards the use of experiments than male pre-service teachers. Males only shows the confidence of able to conduct experiments independently and with less help from the demonstrator. Results showed that gender does not significantly influence attitudes towards experimental methods in science education among pre-service teachers, indicating the importance of using lab manuals in scientific areas. The study encourages the importance of having practical science experiments during the teacher education programs to foster positive attitudes and improve teaching effectively.
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The impact of computer simulations on Grade 11 lrarners conceptual understanding of photosynthesis
(2025-09-05) Maluleke, Tinyiko Millicent; Kaheru, S. J. M.; Muthambi, S. K.
Conceptual understanding is fundamental in Life Sciences. Computer Simulations (CS) can be used to improve conceptual understanding. This study investigated the use of CS to enhance the conceptual knowledge of Grade 11 learners in photosynthesis compared to the traditional teaching method. The study used the Multimedia Learning Theory (MLT) as its theoretical model and the constructivist approach in MLT. The research paradigm used is positivism since it relies mainly on experimentation. A quantitative research design was used. The study used a quasi-experimental design to observe the relationship between the dependent and independent variables. The population was made up of secondary schools under Elim and Hlanganani Circuits. A purposive sampling procedure was used to sample participants. The sample was drawn from the grade 11 learners from four different schools under the two Circuits. Data was collected through tests and questionnaires. Validity and reliability were applied to ensure the quality and accuracy of research instruments. Data was analyzed and interpreted using the Statistical Package for the Social Sciences (SPSS) version 29 software. The study investigated the effectiveness of CS in improving the conceptual understanding of grade 11 learners in photosynthesis. The quasi-experimental design involved a sample of 200 learners, 100 as the experimental and 100 as the control group. A pre-test was administered to all learners to assess their prior knowledge of photosynthesis. Thereafter, the experimental group was exposed to CS, while the control group used the traditional teaching method. Both groups were given the post-test to assess their understanding of photosynthesis. A questionnaire was also administered to gather the learner's views on simulations. The result displayed an important improvement in learners' understanding of photosynthesis after using CS and decreased misconceptions. The findings of this study were that CS can be used as a valuable tool in teaching and learning photosynthesis and deliver ideas for the application and design of a simulation-based learning environment.
Embargo
Students academic performance of the bridging mathematics modules at a rural university
(2025-09-05) Manthada, Avhatakali; Makhwathana, R. M.; Sinthumule, D. A.
Many degrees at the university require a pass in Grade 12 Mathematics as part of their entry requirements. Due to low achievement in Grade 12 Mathematics, students are compelled to start by bridging Mathematics at the university level, which provides a pathway to qualify for specific study programmes and work toward their ideal careers. The study aimed to explore factors that influence students’ academic performance in Mathematics bridging modules. This research utilized a qualitative design and was guided by interpretivist ideology. The study's population consisted of all students, lecturers, and heads of departments involved in the two bridging Mathematics modules. A purposive sampling technique was employed to select participants for the study. A purposive sample of six students (three from each bridging module), two lecturers (one from each bridging module), two heads of departments (one from each bridging module), and two focus groups (one from each group) was used in this study. Data were collected through individual face-to-face and focus group interviews, as well as classroom observations, and were analysed thematically. Time management, attitudes, overcrowding, group work, workload, timetable clashes, and unstable venues were found to influence students’ academic performance. The study recommended strategies that can be used to improve bridging mathematics modules academic performance, such as bridging the modules that students have failed only, dividing large groups into two or three groups, and a change of module contents.
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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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The phasing out of commercial subjects in rural Limpopo Secondary Schools in Vhembe West District, South africa
(2025-05-16) Maanda, Naledzani; Tshiovhe, T. E.
Accounting is one of the commercial subjects that is being phased out by some of the schools in Vhembe West District. The removal of this subject by schools has a negative impact on learners who wish to pursue a career in commerce, business and accounting, and deprives learners of the knowledge and skills that are covered in those subjects. Teachers who are teaching the subjects are also affected. The aim of this study was to investigate the reasons behind the phasing out of commercial subjects. This study adopted a qualitative approach where purposive sampling of educators teaching commercial subjects, school managers and learners were interviewed, and observation techniques were used to collect data. A total of 9 school principals, 9 commercial subject teachers and 18 learners were used in this study. Data analysis was conducted using Tesch’s eight steps in the coding process. The results of this study revealed that the decline of commercial subjects in rural secondary schools was influenced by a complex interplay of factors. Qualitative data analysis showed that government policies and curriculum changes shaped the availability and prioritisation of commercial subjects. School-level factors, such as leadership decisions, resource allocation, and teacher expertise, also played a significant role. Student-level factors, including interest, performance, and career aspirations, further impacted the choice of commercial subjects. Moreover, socioeconomic conditions, access to vocational training, and societal pressures influenced attitudes towards commercial subjects. While teachers generally exhibited positive attitudes towards commercial subjects, school managers maintained negative views due to factors like low performance and perceived lack of prestige. Learners also presented negative attitudes towards commercial subjects, influenced by perceived difficulty, lack of interest, or societal pressures. These interconnected factors contribute to the ongoing challenge of maintaining commercial subjects in rural secondary schools in Limpopo. These results are important to the Department of Education, School Governing Boards (SGBs), learners and society at large. Particularly, the results are useful to the Department of Basic Education since they help inform the planning, design and implementation of policies seeking to salvage the extinction of accounting subjects in rural secondary schools.
Embargo
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.
Open Access
The principals' management satyles and educators performance: impact on secondary school learner performance in Vhuronga II Circuit
(2008) Makhaga, Mpho Harriet; Kutame, A. P.; Mutshaeni, H. N.
A principal's management style determines the performance of learners in a school and thus the effectiveness of the school. The main aim of this study was to investigate how management styles of principals affect learners' performance in secondary schools within the Vhuronga 11 Circuit. This could be of great assistance for principals to improve the way in which they manage their schools and could establish the need for further training on management styles through in-service training. The research is quantitative in nature; questionnaires were used to collect data. The population of the research comprised of principals and educators from all secondary schools within the Vhuronga II Circuit. The main findings of the study are presented according to the analytical categories that guided both the collection and analysis of data. Results show that the principals' management styles have an impact on learner performance. The principal's management styles determine the performance of learners in schools and thus the effectiveness of the school. A crucial implication for school managers is that the performance of learners and the effectiveness of the school are determined by the relationship between principals, teachers (educators), learners and parents. The effectiveness of the school, in particular, depends on how principals relate to their teachers.
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
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The roles of geography departmental heads in curriculum delivery in secondary schools in Luvuvhu Circuit of the Vhembe East District, Limpopo Province
(2025-05-16) Malange, Seani Sylvia; Tshisikhawe, M. P.; Muremela, M. G.
Geography is an indispensable subject in developing learners’ geospatial competence. This study was premised on the fact that despite the Department of Basic Education’s support to improve teaching and learning over the years, learners are not performing as is expected. Studies have been conducted on the performance of learners in various subjects. However, not much has been studied concerning the factors that account for curricula delivery in Geography in secondary schools in the Luvuvhu Circuit. This study thus investigated the factors that contributed to the curricula delivery in geography in the said circuit. In particular, the study focused on the Geography Departmental Heads’ roles in curriculum delivery and its impact on learners’ performance in Geography. The study followed a qualitative phenomenological approach underpinned by the interpretivism paradigm and was conducted in four secondary schools. Purposive sampling was used to select the participants based on their experience, knowledge, and understanding of the issues affecting learners' geography performance. The participants comprised - 4 principals, 4 deputy principals, 4 Geography departmental heads, and 8 Geography teachers. Interviews were used to collect data. Individual interviews were utilised to collect data from the principals, deputy principals, and Geography departmental heads, while focus-group interviews were conducted with the geography teachers. Transformational Leadership Theory underpinned the study. Information obtained from the interviews was analysed thematically, and the findings were presented according to the study's objectives. The study recommended that thorough motivation and training of geography departmental heads and geography teachers for effective professional development may be implemented in schools to improve learners' academic performance in GIS and mapwork techniques. Parents and teachers share the common goal of learners' achievement; results show that parents' failure to monitor their children's school work or help them negatively impacts curriculum delivery. The study recommends that geography and English teachers liaise with each other to curb language barriers to learners; results suggested that the use of English as a medium of instruction is a stumbling block to effective curricula delivery in government schools.
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
The impact of coronavirus (COVID-19) pandemic on teaching and learning: a case of secondary schools in Lulekani Circuit, Mopani District, Limpopo Province
(2024-09-06) Mavunda, Stefani Steven; Mafenya, N. P.; Sikhwari, M. G.
The advent of coronavirus (COVID-19) pandemic was unexpected the world over. On the 11th of March 2020, the World Health Organizations (WHO) declared the coronavirus disease of 2019 (COVID-19) outbreak a global pandemic (World Health Organization (WHO), 2019). COVID-19 first emerged in the Chinese Province of Wuhun in December 2019. The advent of COVID-19 was followed by stringent measures on attempts to curb the spread of the virus, among them was the lockdown measures. There were also various health responses on attempts to fight COVID-19, with various countries around the world implementing several Public Health and Social Measures (PHSM), which included movement restrictions, closure of schools and businesses and international travel restrictions (Spaull & Van der Berg, 2020). From 27 March 2020, South Africa was compelled into a national lockdown following all the business, private and public institutions being closed (Schleicher, 2020). Primary and secondary schools were the first to be closed on 18 March 2020 in an attempt to contain the spread of COVID-19. The current study is set to examine the impact of COVID-19 pandemic on teaching and learning at two selected secondary schools in Lulekani Circuit, Mopani District in Limpopo Province. A qualitative case study research design will be adopted for this study, where the interview guide will be used to collect the data through interviews. The study participants who will be purposefully sampled will include School Management Team members (SMT) – principals or deputy principals, Heads of Department (HoD), educators and learners of these selected two Secondary Schools. The data collected will be analysed using thematic analysis where text will be analysed and coded into themes. The findings on the perceived implications of COVID-19 on education will be presented as results. Recommendations and suggestions will be provided based on the findings. Recommendations will be provided to assist the Heads of Schools, the Department of Basic Education, and other relevant departments on how situations such as the COVID-19 pandemic could be dealt with in the future.
Open Access
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.
Open Access
Secondary school teachers and learners attitudes towards information and communications technology instructional use in Sibasa Circuit, Vhembe District, Limpopo
(2024-09-06) Mulaudzi, Thanyani Lucky; Mpeta, M.; Muremela, G. M.
The main goal of this quantitative, descriptive, explorative survey was to explore and describe secondary school teachers’ and learners’ attitudes towards ICT (information and communication technology) instructional use in Sibasa circuit, Vhembe district, Limpopo province, South Africa, using the Technology Acceptance Model 2 (TAM 2) framework. ICT use in education continued to be a contentious topic globally following the COVID-19 pandemic. The reason for bringing this issue on board was the recognition that the use of ICTs for teaching and learning can improve the overall standard of teaching and learning. In this study, four hundred (400) participants from the four Proof of Concept (PoC) secondary schools with ICT connectivity for teaching and learning in the Sibasa Circuit of Vhembe-East District were purposively sampled to complete a self-administered questionnaire. The study revealed that both teachers and learners understand what ICT is and both teachers and learners had a favourable attitude towards utilising ICTs to assist teaching and learning as they are using them on a daily basis for lesson preparations, accessing digital libraries as well as online learning resources. However, the quality and the quantity of ICT equipment in schools are hindering the obstructing factors in the adoption of ICTs for instructional purposes. The Department of Basic Education should increase the provision of ICT tools such as data projectors, whiteboards, and laptops and strong internet connection to schools to support effective teaching and learning .It is also recommended that the provincial Department of Basic Education should increase the extent of training for teachers and learners on how to use ICTs to support teaching and learning.
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.
Open Access
Factors contributing to poor reading and writing skills among Grade 4 English First Additional Language Learners in Klein Letaba Circuit
(2023-10-05) Sombhane, Dianah Eshah; Tshikota, S. L.; Tshisikhawe, M. P.;
The study intends to investigate the factors that contribute to poor reading and writing skills in English First Additional Language ( EFAL) in schools. It is assumed that Grade 4 learners cannot pronounce and write English words correctly. As such, learners fail to read English texts or stories for understanding. This is proved when they struggle to answer questions from the given texts. The study used a qualitative approach. The data analysis is descriptive, and the model used relied on content analysis. The content analysis included, among other things, the induction of themes, coding of those themes, elaboration of those codes, interpretation of those codes and checking of those interpretations. Data was collected through interviews, observations, and documentary studies. The key participants were a focused group of four EFAL teachers together with learners in each school, four school principals and the two EFAL curriculum advisors in the sampled public schools. Four primary schools in the Klein Letaba circuit were sampled for data collection. The study aimed at exploring the factors that contribute to poor reading and writing skills, to identify the role played by EFAL teacher, principals, and curriculum advisors in improving reading and writing skills and recommended strategies necessary to improve reading and writing skills among the grade four EFAL learners. The findings covered the broad concepts dealing with listening and hearing challenges, inappropriate strategies and methodology used by teachers, and teachers not following the teaching plan and lack of reading and writing activities. The study concludes that curriculum advisors as the curriculum coaches should regularly visit EFAL teachers to discuss subject – related matters, recommends that both EFAL teachers in the Foundation Phase (FP) and Intermediate Phase (IP) teachers should firmly teach English as the Annual Teaching Plan (ATP) requires. Teachers have strong reading and writing skills for the leaners to model after their examples. Learners be given plenty of written activities, critique their work and be shown how to fix their mistakes. Learners with speech and hearing impairments obtain remedial aid. Teachers training workshops be done regularly for teachers to be able to handle language skills challenge.
Open Access
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
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.
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.