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Mafenya, N. P. Sikhwari, M. G. Tshinavhe, M. T. 2025 2026-01-25T05:48:57Z 2026-01-25T05:48:57Z 2025-09-05 Tshinavhe, M. T. 2025. A Study on the Impact of Coronavirus (Covid-19) Pandemic on Learner Performance in Grade 12 in Vhembe District, Limpopo Province. . . https://univendspace.univen.ac.za/handle/11602/3113 Tshinavhe M T. A Study on the Impact of Coronavirus (Covid-19) Pandemic on Learner Performance in Grade 12 in Vhembe District, Limpopo Province. []. , 2025 [cited yyyy month dd]. Available from: Tshinavhe, M. T. (2025). <i>A Study on the Impact of Coronavirus (Covid-19) Pandemic on Learner Performance in Grade 12 in Vhembe District, Limpopo Province</i>. (). . Retrieved from Tshinavhe, M. T.. <i>"A Study on the Impact of Coronavirus (Covid-19) Pandemic on Learner Performance in Grade 12 in Vhembe District, Limpopo Province."</i> ., , 2025. TY - Dissertation AU - Tshinavhe, M. T. AB - This study examined the impact of Covid-19 on Grade 12 learner performance in the Vhembe District. The pandemic had a severe effect on learners, particularly due to school closures, which disrupted teaching and learning. The significant loss of instructional time negatively affected learner performance for an extended period. Additionally, the study aimed to raise awareness among policymakers and educational leaders about the need to prepare for future disruptions in education caused by pandemics. A qualitative research design was adopted, using an interpretive phenomenological approach to gather insights from participants. Data were collected from learners in the Thulamela Municipality who completed Grade 12 between 2020 and 2023. The study involved fifteen former learners (ten males and five females) who directly experienced the effects of Covid-19 during their final school year. Semi-structured interviews were conducted, and thematic analysis was used to examine the data. The findings indicate that learners faced various challenges, including disruptions to their education, difficulties adapting to distance learning, and worsening personal and family issues. These challenges were further compounded by technological barriers and limited resources, highlighting inequalities in access to remote learning. This study recommends enhancing digital preparedness through training on online platforms, improving access to digital resources, prioritising Grade 12 learners with flexible timetables, and providing mental health support through counselling and teacher training, while also involving parents in the educational process. DA - 2025-09-05 DB - ResearchSpace DP - Univen KW - Transformative Learning Theory KW - COVID-19 KW - Lockdown KW - Online learning KW - Pandemic KW - Social distancing LK - https://univendspace.univen.ac.za PY - 2025 T1 - A Study on the Impact of Coronavirus (Covid-19) Pandemic on Learner Performance in Grade 12 in Vhembe District, Limpopo Province TI - A Study on the Impact of Coronavirus (Covid-19) Pandemic on Learner Performance in Grade 12 in Vhembe District, Limpopo Province UR - ER - MED in Curriculum Studies Department of Professional and Curriculum Studies This study examined the impact of Covid-19 on Grade 12 learner performance in the Vhembe District. The pandemic had a severe effect on learners, particularly due to school closures, which disrupted teaching and learning. The significant loss of instructional time negatively affected learner performance for an extended period. Additionally, the study aimed to raise awareness among policymakers and educational leaders about the need to prepare for future disruptions in education caused by pandemics. A qualitative research design was adopted, using an interpretive phenomenological approach to gather insights from participants. Data were collected from learners in the Thulamela Municipality who completed Grade 12 between 2020 and 2023. The study involved fifteen former learners (ten males and five females) who directly experienced the effects of Covid-19 during their final school year. Semi-structured interviews were conducted, and thematic analysis was used to examine the data. The findings indicate that learners faced various challenges, including disruptions to their education, difficulties adapting to distance learning, and worsening personal and family issues. These challenges were further compounded by technological barriers and limited resources, highlighting inequalities in access to remote learning. This study recommends enhancing digital preparedness through training on online platforms, improving access to digital resources, prioritising Grade 12 learners with flexible timetables, and providing mental health support through counselling and teacher training, while also involving parents in the educational process. en PDF University of Venda Transformative Learning Theory COVID-19 Lockdown Online learning Pandemic Social distancing UCTD A Study on the Impact of Coronavirus (Covid-19) Pandemic on Learner Performance in Grade 12 in Vhembe District, Limpopo Province Dissertation embargo