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Tshikota, S. L. Badugela, T. M. Vele, Rofhiwa Justice 2025 2025-12-10T09:01:19Z 2025-12-10T09:01:19Z 2025-09-05 Vele, R.J. 2025. Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes. . . https://univendspace.univen.ac.za/handle/11602/3062 Vele RJ. Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes. []. , 2025 [cited yyyy month dd]. Available from: Vele, R. J. (2025). <i>Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes</i>. (). . Retrieved from Vele, Rofhiwa Justice. <i>"Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes."</i> ., , 2025. TY - Thesis AU - Vele, Rofhiwa Justice AB - The COVID-19 pandemic significantly disrupted teaching and learning, particularly in remote areas where lockdowns halted educational activities entirely. In response, the Department of Basic Education (DBE) developed the COVID-19 Curriculum Recovery Plan (CRP) to address untaught curriculum segments when schools reopened. This study assesses the impact of the CRP on English First Additional Language (EFAL) academic outcomes in the Vhembe District, Limpopo Province. Guided by Vygotsky’s social constructivist theory and an interpretivist paradigm, the research employed a phenomenological qualitative design. Data were collected through semi-structured interviews and focus group discussions involving 20 participants (educators, learners, and departmental heads) from four secondary schools in the Nzhelele Central Circuit. Thematic analysis revealed key challenges, including limited technology access, pedagogical adaptation difficulties, and gaps in curriculum delivery and support systems. Despite these barriers, the study identified positive outcomes in EFAL learners’ academic performance. The findings underscore the need for targeted interventions to enhance resilience in educational systems during crises. Recommendations include equipping schools with digital devices and internet access, alongside implementing continuous professional development programs for educators in remote teaching strategies, digital literacy, and innovative assessment methods. This study contributes actionable insights for stakeholders to mitigate the impact of future disruptions on EFAL outcomes. DA - 2025-09-05 DB - ResearchSpace DP - Univen KW - Coronavirus KW - Curriculum KW - Academic Outcomes KW - EFAL KW - Curriculum Recovery Plan LK - https://univendspace.univen.ac.za PY - 2025 T1 - Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes TI - Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes UR - ER - MED in Curriculum Studies Department of Professional and Curriculum Studies The COVID-19 pandemic significantly disrupted teaching and learning, particularly in remote areas where lockdowns halted educational activities entirely. In response, the Department of Basic Education (DBE) developed the COVID-19 Curriculum Recovery Plan (CRP) to address untaught curriculum segments when schools reopened. This study assesses the impact of the CRP on English First Additional Language (EFAL) academic outcomes in the Vhembe District, Limpopo Province. Guided by Vygotsky’s social constructivist theory and an interpretivist paradigm, the research employed a phenomenological qualitative design. Data were collected through semi-structured interviews and focus group discussions involving 20 participants (educators, learners, and departmental heads) from four secondary schools in the Nzhelele Central Circuit. Thematic analysis revealed key challenges, including limited technology access, pedagogical adaptation difficulties, and gaps in curriculum delivery and support systems. Despite these barriers, the study identified positive outcomes in EFAL learners’ academic performance. The findings underscore the need for targeted interventions to enhance resilience in educational systems during crises. Recommendations include equipping schools with digital devices and internet access, alongside implementing continuous professional development programs for educators in remote teaching strategies, digital literacy, and innovative assessment methods. This study contributes actionable insights for stakeholders to mitigate the impact of future disruptions on EFAL outcomes. 1 online resource (xiii, 165 leaves) en PDF University of Venda Coronavirus Curriculum Academic Outcomes EFAL Curriculum Recovery Plan UCTD Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes Dissertation embargo