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Welcome to the University of Venda Institutional Repository, an open digital archive of the research output of the University of Venda. Univen IR contains theses and dissertations, research papers as well as conference papers. For further information and assistance please contact Mr Keith Malabi at +27 15 9628564 or +27 15 962 8314 during office hours

Recent Submissions

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An exploratory study regarding Gender-Based Violence among men in Alexandra Township, Gauteng Province

(2026-05-19) Racheku, Tebogo Jacqueline; Mushwana, M. D.

Gender-based violence (GBV) is a widespread human rights violation affecting individuals worldwide. Although GBV against men is less frequently discussed, it remains a reality. Social media has increased awareness of GBV, especially in South Africa, where it occurs in all nine provinces. This study focused on exploring gender-based violence among men in Alexandra Township, Gauteng Province. It was a qualitative and exploratory study. Data were collected through an interview schedule with participants, using purposive and snowball sampling methods. The main objectives were to explore men's experiences with gender-based violence, to identify the impact of GBV among men, to examine the challenges men face in their experience with GBV and to understand the coping strategies they employ in dealing with GBV. The researcher employed thematic analysis to organize and interpret the data. Findings reveal that men also experience GBV from female partners and face various forms of abuse, including sexual, physical, emotional, and financial abuse. Challenges reported by men include stigma, lack of support from family, community and police. Many men do not report abuse due to fear of shame and judgment. The study recommended that the government and law enforcement agencies should address GBV cases involving men. The government and academic institutions must decolonize the stereotype that men are solely perpetrators of GBV. Policies should be developed to protect and prioritize men as victims. Such measures could help break the shame associated with this issue and challenge cultural norms that force men to endure GBV silently. When support systems are reinforced by law, men might feel more comfortable coming forward when they are abused.

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The mental health challenges faced by men regarding their spouse’s pregnancy in Thulamela Municipality, Limpopo Province

(2026-05-19) Sepoli, Hangandifhi; Radzilani, M.; Mushwana, M. D.; Mphephu, K.

Pregnancy is a transformative period not only for women but also for their spouses. While the mental health of expectant mothers has been extensively studied, the mental health challenges faced by their spouses during this period remain underexplored, particularly in the context of rural South Africa. This study explored the mental health challenges encountered by men regarding their spouse’s pregnancy in Thulamela Municipality, Limpopo Province This study is qualitative, and an exploratory research design was employed. Participants were selected through non-probability purposive sampling and data was collected through semi-structured interviews and analysed through thematic data analysis. Also detailed are the measures to ensure trustworthiness and the ethical principles adhered to during the conducting of this study. The results of this study outlined the psychological and emotional issues that males undergo when their spouses become pregnant, especially in rural areas where these problems may be exacerbated by prevailing customs and a lack of mental health resources. Developing gender-sensitive mental health support networks for expectant fathers was the main objective of the recommendations, which also stressed the significance of including men in pre-natal counselling. The results, hence, have identified the need to challenge social conventions and advance greater understanding of male mental health practices; designing of policies, and interventions aimed at both men and women in the setting of pregnancy. In South Africa and other rural communities, this study may add to larger conversations about mental health treatment and gender equality.

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The lived experiences of bullying among secondary school learners at Malamulele East Circuit

(2026-05-19) Hlungwane, Manase; Baloyi, T. V.

The rise of bullying in schools is a significant social challenge occurring worldwide. This study explored the lived experiences of bullying among learners at Govhu Secondary School, Gidjana Secondary School, and Madonsi High School in the Malamulele East Circuit, located in the Vhembe District Municipality. The study was qualitative in nature and used a phenomenological research design, enabling the researcher to explore the lived experiences of bullying among secondary school learners. A non-probability sampling method, specifically purposive sampling, was employed, allowing the researcher to select three schools from the eleven secondary schools in the circuit. Purposive sampling was also used to select the participants from the entire population. An interview guide was used to collect data. The semi-structured interviews were used to collect data, which were then thematically analysed. This study was guided by Social Learning Theory. The results of the study shows that bullying is a serious social challenge which keeps occurring in schools. Which results to unfavourable learning-teaching environment, and that requires collaboration of school management, parents, stakeholders and DOBE in order to minimize or prevent its occurrence.

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Teaching learners number operation and relationship in Grade 2

(2026-05-19) Maropene, Lazarus Tebogo; Mulovhedzi, S. A.; Shirindzi, L. S.

Mathematics performance presents a significant challenge throughout the world. This study aimed to explore teaching number operations and relationships in Grade 2 classrooms. This study employed Lev Vygotsky's theory of sociocultural learning. The sociocultural theory of Vygotsky is based on the idea that learning takes place through social interactions. The researcher used a qualitative research method to conduct the study, with the use of a case study approach of an exploratory design because the researcher wanted to have a better understanding and explore the teaching of number operations and relationships to Grade 2 learners. The population of this study was all Grade 2 teachers in Johannesburg North Circuit. However, only eight teachers from two primary schools with more than 5 Grade 2 classes were purposively sampled to participate in this study, and four Grade 2 teachers from each school were selected. The researcher collected data through lesson observations during teaching and learning processes, individual face-to-face and group focus interviews and document analysis. Data was analysed thematically. The assumptions of this study were based on finding out the challenges and experiences that Grade 2 teachers face when teaching number operations and relationships in their classrooms. This study was based on recommendations for all teachers in the Foundation Phase to receive the workshops that will assist them when teaching number operations and relationships. Learners should have the opportunity to explore and have a love of working with numbers in Grade 2.

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The Impact of School Infrastructure on Learners Academic Performance in the Foundation Phase

(2026-05-19) Mulovhedzi, Elelwani Confidence; Sikhwari, M. G.; Shirindzi, L. S.

The quality of school infrastructure in primary schools significantly influences learners' academic performance in the Foundation Phase, and such affects their engagement, attendance, and overall educational outcomes. Therefore, this study aimed to investigate the impact of school infrastructure on learners' academic performance in the Foundation Phase. This study was underpinned by Resource-Based Theory. A qualitative research approach was employed in this study. This study used the interpretivism paradigm. The population for this study included all foundation phase teachers, foundation phase Heads of Departments (HoDs), and primary school principals. Purposive sampling was employed to select 12 foundation phase teachers, 3 heads of departments (HoDs), and 3 school principals across 3 schools. Data was collected through observations, face-to-face interviews, and document analysis. Data was analysed thematically. One of the key outcomes of this study was increased awareness of the impact of infrastructure on learners’ performance. This study recommends strengthening Foundation Phase school infrastructure by creating safe learning environments, providing adequate resources, supporting teachers, and fostering collaborative institutional and community involvement to enhance teaching and learner performance.