Thesis (M.Ed. (Science Education)) -- University of Limpopo, 2016 / This study investigated Grade 11 learners’ misconceptions about force. An exploratory design was used with six schools. A purposive sample of 190 learners studying Physical Sciences was tested for common misconceptions using the Force Concept Inventory (FCI). Furthermore, the prevalence of the misconceptions was also determined. Focus group discussions were used to determine the origin of learners’ misconceptions. Descriptive analysis of the FCI revealed extensive misconceptions about Newtonian physics amongst Grade 11 learners with a prevalence range of 70% to 90%. The researcher surmised that the origins of these prevalent misconceptions are inherent of the sources of misconceptions that learners encounter in the formal physics classrooms: teachers and textbooks. Textbooks used by learners do not take into account possible misconceptions that learners might have. Thus, it might be difficult for teachers to identify possible misconceptions-prone topics based on their own background. The researcher recommends interactive teaching strategies.

Thesis (MBA.) -- University of Limpopo, 2016 / The National School Nutrition Programme (NSNP) is a poverty alleviation strategy, which was introduced in 1994 by the Government of South Africa as part of the Reconstruction and Development Programme (RDP). Studies of the Food and Agriculture Organisation, United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the World Health Organisation (WHO), show that hunger, nutrition, and poverty, are strongly correlated. The same studies note that in the world as a whole, hunger impacts negatively on the Millennium Development Goals, such as universal primary education, gender equality, child mortality, maternal health, management of Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS), tuberculosis (TB) and malaria, and environmental stability. Hunger, specifically, has been shown to contribute to reduced school attendance, impaired cognitive capacity, high child mortality rates, high maternal death rates, increased migratory labour that increases the spread of HIV, and the unsustainable use of forest lands and resources. The National School Nutrition Programme aims at providing meals to mostly needy learners, who come from poor families. Healthy food provides energy for the brain. The meals that are provided at schools are, therefore, intended to give energy for mental and physical activities for the body, for the brain to function, to make learners alert and receptive during lessons. Initially, meals in South African Schools were provided to all learners in Quintile 1, 2 and 3 public primary schools from Grades R to 7. The programme was extended to Quintile 1 secondary schools in April 2009. All Quintile 2 and 3 public secondary schools were included in 2010 and 2011, respectively. To collect information for research purposes, the researcher used an interview questionnaire. This approach, which is used by the researcher, seeks to identify the impediments that pose challenges to effective and efficient implementation and management of the NSNP in the Bakenberg North Circuit of the Department of Education in the Limpopo Province. The sample covered three secondary schools participating in the NSNP in the Bakenberg Circuits. In each school, the principal, the heads of departments and the teacher, formed part of the sample of the study. The empirical findings were analysed and interpreted, and in presenting the findings, special reference to the research questions was made, namely: “An assessment of theimplementation and management of NSNP in the Bakenberg North Circuit secondary schools.” The study shows that the Department of Education in the Limpopo Province has not managed the NSNP efficiently and effectively. The findings of this study reflect that there are still challenges that continue to plague the NSNP after so many years since inception of the programme by the Department of Education. The empirical findings of this study have revealed that the challenges confronting the implementation of the NSNP could be attributed to poor governance and corruption by the Department of Education officials. Some pockets of excellence of the NSNP are noted in the study. Recommendations are made to mitigate the problem situation. The study therefore recommends the:  Menu supplied by the department to be followed,  Monitoring to be done at schools,  Storage facilities to be improved,  Issues of myth to be cleared among learners regarding the programme.

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / The aim of this research is to explore initiatives taken by teachers to improve the learning of Physical Geography in Grade12 among the schools in Mamabolo Circuit, Limpopo Province, South Africa. This research was mainly qualitative in approach. A sample of 9 of Geography educators was purposively sampled in this study. The study discovered that educators need support from the Department of Education (DoE) critically when it comes to the improvement of teaching of Geography for quality results. The researcher established that the schools are not taking Geography as a subject seriously therefore, the educators teaching Geography are not considered as specialised. Therefore, this study recommends to the DoE, schools and educators to consider Geography as a subject of significance.

Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2022 / This study explored the use of information communication technology (ICT) to enhance teaching and learning in selected schools in Limpopo Province of South Africa. The study examined how ICT could be used to the advantage of the educator and learners in the classroom. The research is important because of the need to shift from teacher centred to learner centred approaches through using technology in the classroom. In addition, today’s learners are different from those of 20 years ago in that they are inquisitive and want to discover knowledge on their own. In the past twentyfive years that the researcher has been a teacher, she has seen a significant change in the learners’ attitude towards education. The current learners are energetic, enjoy change and are opposed to traditional teaching approaches that focus on rote learning. This qualitative research implemented the principle of life-long learning to increase a variety of educational mediums and promote the learners’ technology literacy. The research also sought to encourage the culture of learning through the development of learning skills. To achieve the study objectives, a case study design which is an aspect of qualitative research, was adopted. This led to a naturalistic inquiry which allowed the researcher to collect data by interacting with selected individuals in their everyday setting. The study exploits the constructive-interpretivist paradigm because this enabled the researcher to critically explore the use of ICT in enhancing teaching and learning at secondary schools. Data was collected through interviews with participants. Subsequently, the data was analysed to gain in-depth understanding about how educators implement and ensure quality teaching and learning through the use of ICT in the classroom. Data was transcribed verbatim and then grouped according to different themes. The research findings indicate that the use of ICT in the classroom promotes teaching and learning. ICT is an innovative tool which also allows diverse perspectives to emerge, enabling learners to develop a group identity.

Text in Afrikaans / This qualitative study is aimed at analyzing teachers’ experiences of their role as assessors according to the assessment framework stated in the National Curriculum Statement 2002. A literature study was done. Subsequently, data was collected from interviews with eleven teachers from nine schools. All the respondents teach in the intermediate phase. The schools concerned are situated in the Tshwane Metropolitan area. Interviews were semi-structured. A holistic picture was focused on during the analyses of the interview texts. Data was organized according to four themes. The results of the analyses show that the teachers involved are dedicated to teaching. However, uncertainty as to the exact requirements of policy documents is prevalent. Help, support and training is asked for. / Teacher Education / M.Ed. (Spesialisering in Kurrikulumstudies)

The study investigated adolescent boys who experienced behavioural problems at school and the possible causes for these phenomena. It was evident that the adolescent boys who experienced behavioural problems were found to lack emotional connections with others due to their fathers’ absence and lack of positive attachment. A total of 403 adolescent boys from various schools in the Tshwane districts were used in the sample group. This quantitative study employed the use of a quantitative questionnaire as a means of data collection that included qualitative open-ended question as a method to enrich the quantitative data and obtain insight into the life world functioning and experience of the participants. The primary aim of the research study was to determine the emotional relationship between fathers and sons within the sample group. Secondly, the study sought to investigate how this emotional relationship affects the adolescent boy’s self-concept, resilience and motivational aspects in his daily functioning. The approach to quantitative data analysis was by means of descriptive statistical analysis. The findings revealed that emotionally absent fathers indeed impact negatively on the adolescent boys’ resilience and motivational aspects of their functioning and that a father’s absence has a significant influence on the behaviours of adolescent boys in relation to motivation and resilience. However, the research results also revealed that an emotionally absent father does not significantly affect the self–concept of an adolescent boy. Finally, an intervention programme was developed to assist and guide fathers and adolescent boys to improve their relationship with one another. / Psychology of Education / D. Ed. (Psychology of Education)

Teenage pregnancy in South African schools poses a serious management and leadership challenge. Statistics from Statistics South Africa (2008) reflect the seriousness of this problem in all provinces wherein Mpumalanga, Northern Cape, Limpopo (where this study is situated) and Eastern Cape report high levels of early pregnancy. The main objective of this study was, therefore, to explore the challenges faced by the SMTs regarding teenage pregnancies at secondary schools in the Vhembe District in Limpopo province. A mixed methods approach was used to collect data from SMTs in schools that are located in Vhembe district. Questionnaires were distributed to the school management teams (SMTs) of different schools. In addition, qualitative data were collected through interviewing the SMTs. The study findings reflected that management of teenage pregnancy is still a problem at Vhembe District of Education despite the laws and policies that are in place. SMTs also felt that the issue of pregnant learners at schools should be left for medical experts to deal with them. The study recommends that there ought to be intervention programs including training of SMTs, SGBs and Educators regarding management of teenage pregnancy. / Educational Management and Leadership / M. Ed. (Education Management)

The study sought to investigate educators’ perceptions of the implementation of Inclusive Education in mainstream secondary schools around Polokwane, Limpopo Province of South Africa. The approach to the study was qualitative, guided by an interpretivist paradigm. A purposefully selected sample of 20 teachers from 10 purposively selected mainstream secondary schools in Polokwane participated in this study. Instruments for data collection comprised in-depth interviews, corroborated by non-participant field observations to verify the implementation of Inclusive Education in mainstream secondary schools. Content analysis was employed to analyse the data with the aim of coming up with themes and subthemes. The study revealed that the educators had the passion and willingness to implement Inclusive Education. The educators further perceived Inclusive Education as needful. The implementation of Inclusive Education was perceived as being effective to a lesser extent. The educators perceived the implementation of Inclusive Education as being negatively affected by their inadequate training, school environments which were unfit to accommodate learners with disabilities, the lack of facilities and equipment and higher learner enrolments in mainstream classrooms. Gender was seen to affect the educators’ confidence in handling learners with disabilities and their ability to identify such learners. The study recommends the continued professional development and training of educators in the area of Inclusive Education, regular support and monitoring of Inclusive Education activities in mainstream schools by the DBE, provision of relevant resources and facilities in mainstream schools for the implementation of Inclusive Education, and additional support to educators to enhance their confidence in handling learners with barriers to learning and development. Finally, a model for the improvement of the implementation of Inclusive Education in mainstream schools is proposed. / Inclusive Education / D. Ed. (Inclusive Education)

Text in Afrikaans / This qualitative study is aimed at analyzing teachers’ experiences of their role as assessors according to the assessment framework stated in the National Curriculum Statement 2002. A literature study was done. Subsequently, data was collected from interviews with eleven teachers from nine schools. All the respondents teach in the intermediate phase. The schools concerned are situated in the Tshwane Metropolitan area. Interviews were semi-structured. A holistic picture was focused on during the analyses of the interview texts. Data was organized according to four themes. The results of the analyses show that the teachers involved are dedicated to teaching. However, uncertainty as to the exact requirements of policy documents is prevalent. Help, support and training is asked for. / Teacher Education / M.Ed. (Spesialisering in Kurrikulumstudies)

The study investigated adolescent boys who experienced behavioural problems at school and the possible causes for these phenomena. It was evident that the adolescent boys who experienced behavioural problems were found to lack emotional connections with others due to their fathers’ absence and lack of positive attachment. A total of 403 adolescent boys from various schools in the Tshwane districts were used in the sample group. This quantitative study employed the use of a quantitative questionnaire as a means of data collection that included qualitative open-ended question as a method to enrich the quantitative data and obtain insight into the life world functioning and experience of the participants. The primary aim of the research study was to determine the emotional relationship between fathers and sons within the sample group. Secondly, the study sought to investigate how this emotional relationship affects the adolescent boy’s self-concept, resilience and motivational aspects in his daily functioning. The approach to quantitative data analysis was by means of descriptive statistical analysis. The findings revealed that emotionally absent fathers indeed impact negatively on the adolescent boys’ resilience and motivational aspects of their functioning and that a father’s absence has a significant influence on the behaviours of adolescent boys in relation to motivation and resilience. However, the research results also revealed that an emotionally absent father does not significantly affect the self–concept of an adolescent boy. Finally, an intervention programme was developed to assist and guide fathers and adolescent boys to improve their relationship with one another. / Psychology of Education / D. Ed. (Psychology of Education)