Sikhwari, M. G.Nelufule, Mashudu2026-01-232026-01-232025-09-05Nelufule, M. 2025. The impact of single-parenting on the performance of Foundation Phase Grade R learners in the Vhembe District, Limpopo Province. . .https://univendspace.univen.ac.za/handle/11602/3091SEMEECDepartment of Early Childhood EducationSince many children are denied the chance to achieve academic greatness in their lives, single parenting is a societal issue that should be of worldwide concern. One important issue that requires consideration is the effect that single parenting has on Foundation Phase students' performance. This study looked into how single parents affected Foundation Phase Grade R students' performance in a few chosen schools in the province of Limpopo's Sibasa Circuit and Vhembe East District. Two theories served as the foundation for the study: the sociocultural theory and the family system theory. According to family theory, as the family is an interactive, systemic framework, any modification to one of its parts will alter the way the system functions as a whole. According to sociocultural theory, learners' performance can be positively impacted by and any negative effects can be mitigated by a supportive social and cultural context in single parenting. This study employed a qualitative case study research design. All of the single parents with kids enrolled in Foundation Phase Grade R classrooms at Sibasa Circuit, Vhembe East District's Foundation Phase, made up the population. Sampling with purpose was done. Nine single parents, six Foundation Phase Grade R instructors, and three Foundation Phase Grade R HODs made up the sample. Semi-structured interviews, observation, and document analysis were used to gather data. Thematic analysis was used to examine the data from the observations, interviews, and documents. The study's findings increased instructors' and single parents' awareness of the importance of parental involvement during the Foundation Phase Grade R. The Department of Basic Education should establish school-based support programs that offer academic and emotional support to children from single-parent households, according to the study's recommendation.1 online resource (106 leaves)enUniversity of VendaFoundation PhaseUCTDImpactLearningLearning performanceSingle parentDissertationNelufule M. The impact of single-parenting on the performance of Foundation Phase Grade R learners in the Vhembe District, Limpopo Province. []. , 2025 [cited yyyy month dd]. Available from:Nelufule, M. (2025). <i>The impact of single-parenting on the performance of Foundation Phase Grade R learners in the Vhembe District, Limpopo Province</i>. (). . Retrieved fromNelufule, Mashudu. <i>"The impact of single-parenting on the performance of Foundation Phase Grade R learners in the Vhembe District, Limpopo Province."</i> ., , 2025.TY - Dissertation AU - Nelufule, Mashudu AB - Since many children are denied the chance to achieve academic greatness in their lives, single parenting is a societal issue that should be of worldwide concern. One important issue that requires consideration is the effect that single parenting has on Foundation Phase students' performance. This study looked into how single parents affected Foundation Phase Grade R students' performance in a few chosen schools in the province of Limpopo's Sibasa Circuit and Vhembe East District. Two theories served as the foundation for the study: the sociocultural theory and the family system theory. According to family theory, as the family is an interactive, systemic framework, any modification to one of its parts will alter the way the system functions as a whole. According to sociocultural theory, learners' performance can be positively impacted by and any negative effects can be mitigated by a supportive social and cultural context in single parenting. This study employed a qualitative case study research design. All of the single parents with kids enrolled in Foundation Phase Grade R classrooms at Sibasa Circuit, Vhembe East District's Foundation Phase, made up the population. Sampling with purpose was done. Nine single parents, six Foundation Phase Grade R instructors, and three Foundation Phase Grade R HODs made up the sample. Semi-structured interviews, observation, and document analysis were used to gather data. Thematic analysis was used to examine the data from the observations, interviews, and documents. The study's findings increased instructors' and single parents' awareness of the importance of parental involvement during the Foundation Phase Grade R. The Department of Basic Education should establish school-based support programs that offer academic and emotional support to children from single-parent households, according to the study's recommendation. DA - 2025-09-05 DB - ResearchSpace DP - Univen KW - Foundation Phase KW - Impact KW - Learning KW - Learning performance KW - Single parent LK - https://univendspace.univen.ac.za PY - 2025 T1 - The impact of single-parenting on the performance of Foundation Phase Grade R learners in the Vhembe District, Limpopo Province TI - The impact of single-parenting on the performance of Foundation Phase Grade R learners in the Vhembe District, Limpopo Province UR - ER -