The purpose of the study was to identify factors that motivate teachers to teach after hours. It was a qualitative study employing the interpretive research paradigm. The study employed a case study design of three secondary schools. Twelve teachers were purposively selected. Data was collected through focus groups and open-ended questionnaires of which thematically analyzed. Key findings revealed that teachers are motivated to teach after hours by among others their ability, pertinent PD, resources, positive environment, theories of motivation and goals set. The study concluded that these factors should be upheld. The study also recommended enough time for PD, bursaries and salary adjustments, teacher involvement in textbook requisition, excellence awards, incentivisation and goal setting. / Educational Leadership and Management / M. Ed. (Education Management)

Text in English / There is an abundance of multilingual education (MLE) studies internationally and locally. Studies show that MLE is a global issue. South Africa is a unique country since it has assigned eleven languages official status at the national level. The multilingual nature of this country calls for the implementation of MLE. This study seeks to argue that if mother tongue, the language of wider communication as well as other languages are important, the transition should be geared towards MLE rather than to second language (L2). The question is how the transitioning to MLE is embraced in South Africa. This study is an attempt to examine the transitioning to MLE in South Africa schools with reference to Limpopo Province. The study mainly explored the Language-in-education policy (LiEP) implementation and practices in the selected schools as well as examining schools’ compliance with the pedagogical motivations and theories dealing with transition to multilingual education. The study used both quantitative and qualitative methodologies to corroborate the data obtained by using one method to reduce the limitations of another method. In quantitative research, questionnaires and semi-structured interviews were used to gather data from principals, parents, teachers and learners. In the qualitative research methodology, observations and document analysis methods of collecting data were employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Qualitative data was analysed thematically. LiEP and the National Language Policy Framework (NLPF) formed the major analytical framework for this study. Cummins’ theories (1978), bi/multilingual education models as well as the Language management theory form the theoretical framework that guided this study. The theories emphasise the link between mother tongue and the development of L2. The findings of this study show the misunderstandings of the LiEP, the implementation of early transitional bilingual education as well as the lack of confidence in the ability of African languages to provide quality education. The study generally suggests that language policies should be dealt with differently due to the contexts which they address. This study concludes by suggesting a working model that is suitable for the unique linguistic situations of schools. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

The purpose of the study was to identify factors that motivate teachers to teach after hours. It was a qualitative study employing the interpretive research paradigm. The study employed a case study design of three secondary schools. Twelve teachers were purposively selected. Data was collected through focus groups and open-ended questionnaires of which thematically analyzed. Key findings revealed that teachers are motivated to teach after hours by among others their ability, pertinent PD, resources, positive environment, theories of motivation and goals set. The study concluded that these factors should be upheld. The study also recommended enough time for PD, bursaries and salary adjustments, teacher involvement in textbook requisition, excellence awards, incentivisation and goal setting. / Educational Leadership and Management / M. Ed. (Education Management)

Abstract in English, Tswana and Northern Sotho / The study aimed to explore teachers’ mathematical knowledge in respect of teaching the concept of fractions to Grade 6 learners. To that end a qualitative study was done, using a case study design. Data were collected through the observation of, and interviews with, three teachers at three schools in the Capricorn South district. Rooted in the theory of constructivism, the study was supplemented by the conceptual framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008) and Shulman’s (1986) notion of pedagogical knowledge for teaching (PCK). The key finding of this investigation revealed that, of the three teachers, two did not develop the concept of fractions for their learners, but merely followed the traditional method of teaching the concept by encouraging their learners to memorise rules without understanding. Only one teacher emphasised an understanding of mathematical concepts. The main observation which the researcher made, was that teachers require a great deal of knowledge and expertise, in carrying out the work of teaching subject matter related to fractions. / Maikaelelo a thutopatlisiso e ne e le go tlhotlhomisa kitso ya dipalo ya barutabana malebana le go ruta barutwana ba Mophato wa 6 mogopolo wa dikarolwana. Go fitlhelela seo, go dirilwe thutopatlisiso e e lebelelang mabaka, go dirisiwa thadiso ya thutopatlisiso ya dikgetsi. Go kokoantswe data ka go ela tlhoko le go nna le dipotsolotso le barutabana ba le bararo kwa dikolong tsa kgaolo ya Capricorn Borwa. Thutopatlisiso eno e e theilweng mo tioring ya kago ya kitso e ne e tshegeditswe ke letlhomeso la sediriswa sa tokololo sa kitso ya dipalo ya go ruta (MKT) (Ball et al. 2008) le mogopolo wa ga Shulman (1986) wa kitso e e kgethegileng ya go ruta (PCK). Phitlhelelo ya botlhokwa ya patlisiso eno e senotse gore mo barutabaneng ba le bararo, ba le babedi ga ba a tlhamela barutwana ba bona mogopolo wa dikarolwana, mme ba latetse fela mokgwa wa tlwaelo wa go ruta mogopolo ka go rotloetsa barutwana go tshwarelela melawana kwa ntle ga go tlhaloganya. Ke morutabana a le mongwe fela yo o gateletseng go tlhaloganngwa ga megopolo ya dipalo. Temogo e kgolo e e dirilweng ke mmatlisisi ke gore barutabana ba tlhoka kitso le boitseanape jo bogolo go tsweletsa tiro ya go ruta dithuto tse di amanang le dikarolwana. / Dinyakišišo di ikemišeditše go utolla tsebo ya dipalo ya baithuti mabapi le go ruta kgopolo ya dipalophatlo go baithuti ba Kreiti ya 6. Ka lebaka la se go dirilwe dinyakišišo tša boleng, go šomišwa tlhamo ya dinyakišišo tša seemo. Tshedimošo e kgobokeditšwe ka go lekodišiša, le go dira dipoledišano le, barutiši ba bararo ka dikolong tše tharo ka seleteng sa Borwa bja Capricorn. Ka ge di theilwe go teori ya gore baithuti ba itlhamela tsebo, dinyakišišo di tlaleleditšwe ke tlhako ya boikgopolelo ya tsebo ya dipalo go ruteng (MKT) (Ball le ba bangwe, 2008) le kgopolo ya Shulman (1986) ya tsebo ya diteng tša thuto (PCK). Kutollo ye bohlokwa ya dinyakišišo tše e utollotše gore, go barutiši ba bararo, ba babedi ga se ba ba le kgopolo ya dipalophatlo go baithuti ba bona, eupša fela ba no latela mokgwa wa setlwaedi wa go ruta kgopolo ye ya dipalophatlo ka go hlohleletša baithuti ba bona go tsenya melawana ye ka hlogong ka ntle le go e kwešiša. Ke fela morutiši o tee yo a gateletšego gore go swanetše go ba le kwešišo ya dikgopolo tša dipalo. Temogo e tee yeo monyakišiši a bilego le yona, ebile gore barutiši ba hloka tsebo ye kgolo le botsebi, go phethagatša mošomo wa go ruta diteng tša thuto tšeo di amanago le dipalophatlo. / Mathematics Education / M. Ed. (Mathematics Education)

亨利．米勒作品素以自傳式的性意識著稱，而評家最易忽略的就是將其自傳視為事實，進而混淆敘事者與作者角色的岐異，作品的評論常流於對作者人格的批評。實則性意識的描述只是其整體敘述策略當中的一環。對於人性的惰性與奴性，以及制度的非人性與僵化，不論在家庭、社會、國家、傳統、乃至於宗教各個層面，他都施展了最嚴厲的批判。本文的目的即在彰顯其批判的策略與主題，試圖從《北迴歸線》與《南迴歸線》兩部文本，釐清其片斷、跳躍、而跡近精神分裂式的敘事風格與技巧。本文研究的方法及主題，乃借用法國思想家德勒茲與瓜達里著作裏的觀念，其中包括《反伊底帕斯》、《千座山台》、《卡夫卡》等。主要運用的概念，有遊牧策略、無器官身體、慾望生產及根莖多元論等，以期能更周延的詮釋米勒突破家庭、社會束縛的反隸屬化精神。 　　本論文分成三章：首章探討米勒的遊牧精神，與無器官身體如何達成逃逸陣線的目的。第二章分析米勒如何運用性意識，與對人性的描寫完成其慾望生產。第三章著重米勒的根莖式體裁與語言運用，以窺探其邁向「小」文學的堂奧之處。本文企圖闡明的終極目標即在於呈現反惰性、僵化與隸屬化的自由開放精神。 / Henry Miller is famous/notorious for a long time as an autobiographer coupled with sexual descriptions. Some critics tend to take Miller's auto-novel for a sheer autobiography, thereby identifying the narrator with the autor. In fact, sexuality is merely one of Miller's characteristic narrative strategies opposing to the institutions and establishments. One of his searing assaults is directed toward family, society, tradition, and God, all embody and reify his disappointments toward the inert human nature and dehumanized institutions. 　　This thesis deals with the important themes as represented in Miller's Tropic of Cancer and Tropic of Capricorn and attempts to illustrate his fragmentary and schizophrenic narrative strategy. I use the conceptions of nomad, body without oragns, desiring- machines and rhizome adopted from Deleuze and Guattari's Anti- Oedipus, A Thousand Plateaus, and Kafka to detect Miller's spirit of deterritorialization. This thesis is divided into three parts: Chapter One deals with how Miller approaches his line of flight through the nomadic spirit and body without organs. Chapter Two Probes into the consummation of desiring-production through Miller's description of sexuality and humanity. Chapter Three emphasizes the crucial points of the minor literature through the functioning of Miller's language and rhizomatic structure. The final goal of the thesis tries to situate Miller's texts in the free spirit of deterritorialization from the institutions.

This study reports on an investigation into the manner in which mathematical symbols influence learners’ understanding of mathematical concepts. The study was conducted in Greater Sekhukhune and Capricorn districts of Limpopo Province, South Africa. Multistage sampling (for the district), simple random sampling (for the schools), purposive sampling (for the teachers) and stratified random sampling with proportional allocation (for the learners) were used. The study was conducted in six schools randomly selected from rural, semi-urban and urban settings. A sample of 565 FET learners and 15 FET band mathematics teachers participated in the study. This study is guided by four interrelated constructivist theories: symbol sense, algebraic insight, APOS and procept theories. The research instruments for the study consist of questionnaires and interviews. A mixed method approach that was predominantly qualitative was employed. An analysis of learners’ difficulties with mathematical symbols produced three (3) clusters. The main cluster consists of 236 (41.6%) learners who indicate that they experience severe challenges with mathematical symbols compared to 108 (19.1%) learners who indicated that they could confidently handle and manipulate mathematical symbols with understanding. Six (6) categories of challenges with mathematical symbols emerged from learners’ encounters with mathematical symbols: reading mathematical text and symbols, prior knowledge, time allocated for mathematical classes and activities, lack of symbol sense and problem contexts and pedagogical approaches to mathematical symbolisation. Two sets of theme classes related to learners’ difficulties with mathematical symbols and instructional strategies emerged. Learners lack symbol sense for mathematical concepts and algebraic insight for problem solving. Learners stick to procedurally driven symbols at the expense of conceptual and contextual understanding. From a pedagogical perspective teachers indicated that they face the following difficulties when teaching: the challenge of introducing unfamiliar notation in a new topic; reading, writing and verbalising symbols; signifier and signified connections; and teaching both symbolisation and conceptual understanding simultaneously. The study recommends teachers to use strategies such as informed choice of subject matter and a pedagogical approach in which concepts are understood before they are symbolised. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)

Thesis (M. Sc.) -- University of LImpopo, 2019 / Refer to document

Thesis (M.Sc. Agriculture (Agricultural Economics)) -- University of Limpopo, 2021 / Raising cattle in South Africa and any other developing country in the Southern African region as part of livestock production, is one of the important means through which people sustain their livelihood. Inadequate efforts have been taken by the government to improve the marketing system of cattle, particularly to develop small-scale farming in the Limpopo Province and South Africa as a whole. With that being said, the small-scale sector has not been developed to the extent it is expected to. This study examined the factors affecting the participation of small-scale cattle farmers in livestock auctions in the Capricorn District of the Limpopo Province. The study had three objectives, namely; (i) To describe the socio-economic characteristics of the small scale cattle farmers in the Capricorn District of the Limpopo Province; (ii) To assess the perception of small-scale cattle farmers in the Capricorn District of the Limpopo Province towards livestock auction; (iii) To identify and analyse factors affecting the participation of small-scale cattle farmers in livestock auctions in the Capricorn District of the Limpopo Province. The Multi-stage sampling procedure was used in the selection of the representative sample. Three locations (Lepelle-Nkumpi, Molemole and Polokwane local municipalities) were selected purposively because a large number of small-scale cattle farmers in the Capricorn District rely on the agricultural sector economically. The Logistic Regression Model was used to analyse factors affecting the participation of small-scale cattle farmers in livestock auctions. The results showed that, out of the 120 sample size, 42% of small-scale cattle farmers were auction participants and 58% of small-scale cattle farmers were non-participants . There were 43 male-headed households of the participants and 61 female-headed households of the non-participants . An analysis of the farmers ’ socio-economic characteristics further showed that in order for the farmers to cut the costs of production, the majority of the small-scale cattle farmers preferred using family labourers or household labourers in their cattle farming. Farmers were asked a set of Likert type scale questions about their perceptions on the auctions. The Perception Index score ii was skewed to the left and therefore revealed that the small-scale cattle farmers had a negative perception towards the auction. Farmers who had a positive perception, on the other hand, often sold their cattle at a higher price compared to the non-participants who had a negative perception. Furthermore, small-scale cattle farmers who are participants tend to use the market avenue and through that, their cattle productivity is higher, resulting in a total revenue compared to the non-participants. Consequently, small-scale farmers who participate in auctions acquire valuable production information at the very auctions. Descriptive statistics such as means, minimum and maximum values, frequencies, percentages and standard deviations were used to describe the socioeconomic characteristics of the small-scale cattle farmers in the Capricorn District of the Limpopo Province. The results revealed that only 4 variables were significant. The total herd size, distance to the market, gender of the household head and market information were significant at 1%, 5%, 1%, 5%, respectively and all had a positive effect towards auction participation. The study suggested that the government and other policy makers should increase the marketing information and abilities of small-scale cattle farmers through avenues like mass media, extension service and other means of capacity building. This will help the farmers to minimise transaction costs. Furthermore, farmers will not incur more costs when they participate in the markets, considering that market facilities such as auctions are often hosted far from the farmers, which results in farmers incurring more costs.

Thesis (M.Ed. (Curriculum Studies) -- University of Limpopo, 2022 / The main purpose of this study was to investigate enablers and inhibitors to implementing inclusive education in the Foundation Phase of rural schools in the Capricorn district, Limpopo province. The study was conducted in three primary schools (Foundation Phase) in the Capricorn district of Limpopo Province, South Africa. All the sampled schools have or once had special needs learners. This study employed qualitative research approach, which was backed by the case research design. Data were collected through in-depth interviews, focus group and document reviews. The interviews were backed by a tape recorder for quality and storage purposes. Eleven Foundation Phase teachers were sampled (but 10 interviews were used because the voice recording device I used to record, damaged the voice clip of an interview I had with T3A, and it was impossible to schedule another meeting due to school examinations commitments). These teachers were sampled using the purposive sampling technique. Data were analysed through the thematic data analysis method. The reviewed documents were The South African Schools Act (SASA), Education White Paper 6 (WP6) and Screening, Identification, Assessment and Support policy (SIAS). The findings were as follows: teachers showed an appealing understanding of inclusive education and teachers and policies agreed that Foundation Phase learners are susceptible to exclusions and priority must be projected towards them. Teacher training (inclusion workshops) and curriculum (lesson) differentiation are the chief enablers to implementing inclusive education at the sampled schools, yet challenges are pertinent. Unproductive workshops, overcrowded classrooms and a lack of resources, exclusion of rural teachers’ views on inclusion policies and issues of foreign learners are some of the factors that appeared key factors to inhibiting inclusion at the sampled schools.

The study sought to explore professional nurses' perceptions of the roles of home and community-based carers in the Capricorn district of the Limpopo province as well as the problems they experienced and make recommendations to improve the quality of home and community-based care. A qualitative approach with non-probability, purposeful sampling was used in this study. The sample consisted of professional nurses serving as focal points for home-based care in the area of the study. The findings indicated that professional nurses believe that carers have a role in providing care to the community and serve as the extended hands of their services. However, challenges exist, which impact on the quality of service delivery. Recommendations included the strengthening of existing elements, such as improving relationships, communication, and the care of carer's programme, carer training, reporting, and monitoring and carer distribution. / Health Studies / M.A. (Health Studies)