MA (Xitsonga) / Ehansi ka Senthara ya M. E. R. Mathivha ya Tindimu ta Afrika, Vutshila ni Ndhlavuko / Xikongomelonkulu xa ndzavisiso lowu i ku lava ku andlala ntirho lowu wu tirhiwaka hi vutivi bya tindziminyingi hi ku kongomisa eka Vatsonga va lembe ro sungula eYunivhesiti ya Vhenda. Xikongomelo xin’wana xa ndzavisiso lowu i ku lava ku kumisisa ndlela leyi mhaka ya vutivi bya tindziminyingi yi vuyerisaka machudeni ha kona loko va ri karhi va ti nghenelerisa eka minhjekanjhekisano ya swa tidyondzo. Theme leri ra tindziminyingi ri tumbulukile khale hi nkarhi wa ku akiwa ka xihondzo ya Babel. Theme leri ri kongomisa eka xiyimo laha munhu a nga ni vuswikoti bya ku tirhisa tindzimi timbirhi kumbe ku tlula. Dyondzo ya tindziminyingi yi tanihi tidyondzo letin’wana hikuva nayona yi va yi simekiwile eka rimba ra dyondzo yoyoleyo. Ndzavisiso lowu wu simekiwile eka Thiyori ya Affordances. Xikongomelo xa ku va hi hlawuriwile thiyori i mhaka ya leswaku eYunivhesiti ya Vhenda ku kumeka vanhu vo hlaya laha swi nyikaka nkarhi eka machudeni ku va va dyondza tindzimi ta van’wana machudeni leswaku va oloveriwa hi swa tidyondzo ta vona. Dyondzo kumbe ndzavisiso lowu wu tirhisa tindlela timbirhi to hlengeleta mahungu, ku nga endlelo ra nkoka ni endlelo ra ntalo laha swi nga ta endliwa eYunivhesiti ya Vhenda. Machudeni lawa ya ta hlawuriwa hi ku tirhisa endlelo ra sampula ya xikongomelo laha ku nga ta hlawuriwa machudeni ya khumetsevu ku suka eka swikolo swo hambanahambana swa le yunivhesiti leyi. Vuxokoxoko byi ta hlengeletiwa hi ku tirhisa maendlelo ya vuxiyaxiya ni maendlelo ya Nongonoko wa swivutiso laha machudeni ya nga ta vutisiwa swi vutiso swo karhi. Hambiloko swi ti komba onge ririmi ra Xinghezi hi rona ririmi ra matimba eka swa tidyondzo kambe tindzimi ta Xintima na tona ta tirhisiwa swinene eka swa tidyondzo ta vona. Vulavisisi byi komba leswaku mhaka ya tindziminyingi yi ni xiave xikulu swinene eka ku pfuna machudeni loko ya ri karhi ya burisana hi mhaka ya swa tidyondzo ta vona. Ndzavisiso lowu wu ni nkoka swinene eka vanhu lava vatsakelaka ku hlaya ni ku hluvukisa tindzimi ta Xintima. / NRF

MA (Psychology) / Department of Psychology / Students enter university with the hope to graduate and become successful one day but those hopes are shattered when their academic results decrease. Despite poor performance and poor results of students’ academics, there has been a need to investigate why students’ performance differs significantly. Students achieve low academic performance due to psychological, social and behavioral problems which arise during academic life. The aim of this study is to explore factors contributing to poor academic performance faced by students at a selected department rural university, Limpopo province. The study was conducted at the University of Venda (UNIVEN), situated in the scenic Vhembe District of the Limpopo Province. A qualitative approach using phenomenological design was used for this study. A sample of 15 students was selected from the target population using non-probability purposive, convenient random sampling method. Data were collected through a semi-structured interview. An interpretative phenomenological approach was used to analyse data. The study findings indicate that revealed that low levels of social support from parents, friends and family contribute to anxiety experienced by students at the university. In addition, Students developed low self-esteem, low self-confidence as a result of poor academic literacy, low marks and lack of social support. The study recommends that Head of the Department to have an open session for students to discuss matters concerning the teaching and learning style offered to them and ways to improve. / NRF

MPH / Department of Public Health / Unplanned pregnancy is a major medical, social and public health problem worldwide. This problem affects learners’ performance and leads to a high learner drop-out rate at schools. The purpose of this study was to investigate the factors influencing unplanned pregnancy among high school learners in the Collins Chabane Municipality, Limpopo Province, South Africa. A quantitative study using survey methods was used. A structured questionnaire was used to collect data. The total sample size was 362 female learners ranged between learners whose ages ranged between 16 and 24. Only female learners in the school were recruited to participate in the study. Validity and Reliability were ensured. Data were analyzed using SPSS version 25.0 program. Descriptive and inferential statistics were used to summarize and present the data. Permission to conduct the study was obtained from the Department of Education, Limpopo Province, the Malamulele Circuit and the Principal of the school. Informed consent was obtained from parents on behalf of female learners under 18 years of age. Confidentiality and anonymity was ensured. The study found that about 58.2% of adolescents had used contraceptives, while 64.1% indicated that they needed more information on contraceptive methods and their use. The study also found that about 71.8% of the respondents had abstained from sexual activities in order to avoid unplanned pregnancy. Unplanned pregnancies were found to be associated with ignorance of the consequences of sexual activities, information about sex from their peers and the power imbalance in sexual relationships between male and female adolescents. It is recommended that adolescents be given adequate information about contraceptives, addressing the advantages, disadvantages, side effects and how to manage their side effects. This would help mitigate against the negative attitudes that the adolescents have toward contraceptives owing to misinformation and misconceptions. In addition, school health nurses should use Information Education Communication (IEC) materials on family planning to increase awareness about family planning and to prevent unplanned pregnancies. The IEC materials should be in the most common languages of Limpopo Province, i.e. Sepedi, Xitsonga and Tshivenda for clear understanding of the content. / NRF

PhDH / Department of Advanced Nursing Science / Introduction and background Professional nurses are responsible to supervise student nurses in the clinical areas in order to assist them in achieving the learning outcomes, develop clinical skills and competence; however, this role is overlooked as pinned to different factors influencing clinical supervision, including the related challenges regarding supervision. This study aimed to explore and describe professional nurses’ and student nurses’ perceptions of clinical supervision in training hospitals of Limpopo Province, South Africa. Research methodology The study used convergent parallel mixed methods design. The population in this study was professional nurses and student nurses working in seven training hospitals of Mopani and Vhembe district of Limpopo Province. Purposive sampling was used to sample districts, hospitals and student nurses whereas, convenience sampling was used to sample professional nurses. Self-administered questionnaires and focus group interviews were used in data collection. Quantitative data was v analysed using Statistical Package of Social Science (SPSS), version 22.0 and Tesch’s’ method was used to analyse qualitative data. Findings Perceptions of professional nurses and student nurses revealed several factors influencing supervision and challenges such as staff shortages, high number of student nurses allocated in clinical areas, heavy workload, inadequate material resources, poor communication and inadequate support. The findings were used in formulation of clinical supervision guidelines. Recommendations The recommendations of this study were based on the study findings. Intervention on the challenges of clinical supervision is recommended by utilisation of the formulated guidelines. This will assist in closing the existing gap regarding clinical supervision. / NRF

PhD (African Studies) / Department of African Studies / This study sought to investigate self-efficacy in vocational development of women in low socio-economic communities. The main aim of the study was to investigate the sociocontextual factors influencing self-efficacy of women. The objectives were fourfold: to examine the levels of self-efficacy of these women; to ascertain the extent to which selfefficacy influences vocational development of women and to propose a pragmatic women developmental model for acceleration of access to vocational development. The study utilised Self-Efficacy Theory (SET) as its theoretical frame-work which originated from Bandura’s (1986) Social Cognitive Theory (SCT). The study employed the qualitative phenomenological approach which is concerned about the everyday experiences of individuals and how human beings experienced a certain phenomenon. The population of the study comprised of women in low socio-economic communities, traditional leaders; Community leaders; health workers and religious leaders. The sample for this study was 60 participants. Data were collected through interviews; participant observation; and focus group discussions. The study recommended the pragmatic Partnership of the Family, Church and the Society (F.C.S) Women Developmental Mode. The model emphasizes the importance of teamwork between all the community structures to help in building up the confidence of women in low socio-economic communities. / NRF

MSCPNT / Department of Nutrition / Introduction: Nutrition education is the change process whereby beliefs, attitudes, environmental influences, and understanding about food lead to nutrition practices that are scientifically sound, practical, and consistent with individual needs and available resources Design and Methods: The purpose of this study was to assess the nutrition knowledge of educators in Makhuduthamaga municipality, Limpopo Province. Quantitative, descriptive, and exploratory research was conducted to determine the factors that influence the nutrition knowledge of educators and explore the relationship between factors and nutrition knowledge. The simple random sampling technique was employed to select 200 educators in grades 4, 5, and 6. Data collection was done using structured questionnaires. The data was analysed using the statistical package for social science (SPSS), version 21. Results and Discussion: Of the educators who participated in the study, 66.5% were female, and 33.5% were males. Almost all (94%) of the educators were trained at a college and had teaching experience of between 21-30 years. Most of the educators (60.5%) had a diploma, while 0.5% had a master’s degree. Almost one third of educators indicated that children should eat three (3) times during the day, and 32% identified the important meals as breakfast, lunch, and supper. Most (36.5%) failed to give reasons why children should not skip meals. In terms of basic food and nutrition, majority of the educators (75%, 67%, 56%, and 55.5%) responded correctly on the importance of carbohydrates, fat, vegetables, and fruits, respectively. Only a quarter (26%) knew the importance of protein, while 75.5% knew that protein forms part of a balanced diet. Most of the educators knew the rich sources of vitamin A and fibre but did not know the rich sources of iron, iodine, and vitamin C. There was no significant difference between the level of education and nutrition knowledge (p= 0.129), and between training institution and nutrition knowledge (p= 0.534). Conclusion: The need to train educators on nutrition was one of the main recommendations that emanated from many research projects. Most educators mentioned that training and level of education were of the factors that affected their nutrition knowledge. Nutrition knowledge is becoming increasingly important in food choices and in this study educators acknowledged that training affected their nutrition knowledge. / NRF

PhD (Psychology) / Department of Psychology. / Attention Deficit Hyperactivity Disorder (ADHD) is the most common diagnosed neurocognitive behavioural developmental disorder among school going–age children. ADHD in most instances is found to comorbid with internalising disorders such as anxiety and depression, therefore causing impairment on behaviour, emotions, academic, social and many areas of functioning. The existence of comorbid internalising disorders complicates the presentation of ADHD symptoms than if it was pure ADHD. The aim of the study was to explore the comorbidity of internalising disorders and ADHD symptoms. The study investigated whether children with ADHD have more symptoms of anxiety and depression than children without ADHD. The study went further to investigate whether children with ADHD have low self-esteem than children without ADHD. Also, that internalising comorbidities (anxiety and depression) are more prevalent in girls than in boys who have more externalising comorbidities which are Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) and anger issues. The null hypotheses further showed that, children with ADHD do not have more symptoms of anxiety and depression than children without ADHD. Moreover, children with ADHD have no lower self-esteem than children without ADHD. Also, internalising disorders (anxiety and depression) are not prevalent in girls than in boys who do not exhibit more externalising disorders which are Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) and anger issues. The study was conducted in Lepelle-Nkumpi Municipality in Lebowakgomo sub circuit. A total of 250 children (94 boys and 156 girls, aged 6 – 12) who were purposively selected participated in the study. A total of 125 clinically diagnosed ADHD were matched to 125 control group for age and gender. Participants were assessed on a battery consisting of Parent/Teacher Disruptive Behavioural Rating Scale (DBD), which was used to assess the presence and degree of ADHD- related symptoms (inattention and hyperactive/ impulsive); Oppositional Defiant Disorder and Conduct Disorder and Beck Youth Inventory Second Edition (BYI II), which was used to assess emotional and psychological issues that children experience. ADHD scores obtained on the DBD scale were correlated with scores obtained on BYI II scale. The study only focused on learners from primary schools in Lepelle-Nkumpi in Lebowakgomo sub circuit. In this research study, children who were reported to have a history of neurological problems such as head injurie, epilepsy, cerebral palsy or severe psychiatric disorders were excluded from the study. The results were analysed using the analysis of variance (ANOVA) and post hoc benferoni analysis to determine the significant difference within ADHD subtypes. Results of the study showed that children with ADHD had comorbid internalising disorders (anxiety and depression) when compared to their neurotypical group. Both boys and girls with a clinical diagnosis of ADHD showed symptoms of anxiety and depression. More symptoms of anxiety and depression were observed within the ADHD-HI, ADHD-PI and ADHD-C subtypes. Comorbid internalising disorders (anxiety and depression) were also associated with impairments with ADHD symptom, in particular inattention. Children with ADHD also showed more symptoms of low self-esteem when compared to their neurotypical group. Both boys and girls showed significant difference level of low self-esteem in all ADHD subtypes (ADHD-HI, ADHD-PI and ADHD-PI). The results further revealed that both boys and girls equally showed symptoms of comorbid internalising disorders (anxiety and depression), whereas girls showed significantly more symptoms of externalising comorbidities such as ODD, CD and anger issues. In conclusion, the findings suggest that the comorbidity of internalising disorders in a clinically diagnosed child with ADHD worsens or complicates the child’s expected normal functioning unlike when the child was presenting with only ADHD. The results further suggest that a child with clinical diagnosis has double impairment as a result of many impairments which are occurring at the same time. Moreover, the existence of externalising comorbidities which are salient in girls with ADHD may require proper screening and assessment. / NRF

Thesis (M.Ed. (Adult Education)) -- University of Limpopo, 2017 / This study highlights the importance of effective curriculum implementation at a Public Adult Learning Centre in a rural community in Limpopo Province. The purpose of the study was to explore the curriculum implementation facing Mbetana Public Adult Learning Centre (MPALC) with the view to recommend appropriate strategies to improve the centre’s curriculum implementation capabilities. Since the study was premised on the interpretivist paradigm, a qualitative research approach was employed to give a detailed account of the curriculum implementation challenges from the perspective of people with lived experiences of MPALC’s curriculum implementation dynamics. The participants which include six learners, the Centre Manager and two facilitators, were chosen using the purposive sampling method. Purposive sampling was preferred because it gave the researcher an opportunity to target participants deemed to possess authentic accounts of MPALC’s curriculum implementation dynamics. Multiple data sources inclusive of silent observations, semi-structured interviews and document analysis were used to gather data. The study found out that the acute shortage of textbooks and stationery, absence of fit-for purpose learning infrastructure, low employee morale due to poor working conditions, inappropriate teaching methods, and the insensitive use of the English language regardless of the learners being predominantly Tsonga speaking people are some of the challenges that hampered the effective implementation of the curriculum guidelines at MPALC. The study recommends that the Department of Higher Education and Training (DHET) should partner with private companies through the public-private partnership frameworks with the view to improve the MPALC’s operating and financial leverage

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2022 / This study is an exploration of the educational needs and assets of the visual impaired undergraduate students at a Rural-Based University in South Africa. The research question addressed is What are the educational needs and assets of the visual impaired Undergraduate students at a Rural-Based University in South Africa. The study is underpinned within the interpretivist paradigm. A qualitative research approach was adopted, utilising a case study design. Data was collected through document analysis, semi-structured interviews and observations. Analytic induction in which themes, patterns and categories emerged from the data was deemed appropriate. The study sample was composed of the Director of Reakgona Disability Centre, four the visual impaired undergraduate students from the three faculties of the University of Limpopo (Humanities, Management and Law, and Science and Agriculture), as well as four academic staff members teaching the sampled students. The total study sample comprised nine participants. The study has revealed the existence of a highly inflexible curriculum, lack of assistive devices, poor teaching and assessment strategies, untrained academic staff, poor support from the majority of academic staff members, poor support from a few of the peers with normal sight, difficulties during transition from secondary school to university, and limited library services that led to the marginalisation of the visual impaired undergraduate students. The study also found that the visual impaired undergraduate students possess the following educational assets: the availability of Reakgona Disability Centre, support from the majority of peers with normal sight, support from a few academic staff members, availability of associations and institutions that offer financial assistance to the visual impaired students, and the health clinic that provides health care. Based on the findings of the research some conclusions were drawn. Several recommendations are made to address the educational needs and assets of the visual impaired undergraduate students at a Rural-Based University in South Africa. Suggestions for future research are made to close the gap that exists in research on the education of students with visual impairments

With reference to the demands for innovation facing the systems of tertiary education internationally, the Department of Higher Education in South Africa has been revamped since the realization of the democratic Government. In recent years, the Technical and Vocational Education and Training (TVET) College institutions became the potential learning institutions of choice that could revitalize the economy. This resulted in merging the former 152 TVET Colleges into 50 with the intention to streamline access in order to accommodate a larger number of students for technical and vocational training. The purpose of this study was to determine how student retention and success in the TVET Colleges can be effectively managed. The study was mainly guided by the theoretical framework of Bronfenbrenner’s (1979, 1995) ecological systems theory that explains individuals’ relationships with their environments by means of interrelated ecological systems functioning. Secondly, applied to this study was the principles of systems theory which supplemented Bronfenbrenner’s ecological systems theory. A mixed-methods research approach was used in determining the perceptions of TVET College personnel from different levels of institutional functioning and from students from different years of registration to determine the main factors influencing student retention and success at TVET Colleges. The empirical investigation comprised of a quantitative research approach (as phase 1) using questionnaires administered to students which was followed by a qualitative research approach (as phase 2) entailing semi-structured individual interviews with TVET College employees. The researcher used the chi-square and analysis of variables tests as analysis techniques in analysing and presenting the results in in this study. The research findings indicated a strong need for relevant career guidance provided to prospective TVET College students from primary school onwards, and the establishment of a constructive student support unit at TVET Colleges to promote student retention and success. Factors that promote the management student retention and success were identified as relating to the image and reputation of TVET Colleges, sources of effective communication, and student support activities that initially and continuously motivate or hinder student retention and success in the TVET College institutions. / Na aanleiding van die oproepe om vernuwing wat tersiêre-onderwysstelsels op internasionale vlak in die gesig staar, het die Departement van Hoër Onderwys en Opleiding in Suid-Afrika sedert die instelling van 'n demokratiese regering verskeie verbeteringe ondergaan. In die afgelope aantal jare het instellings in die tegniese en beroepsonderwys- en opleidingsektor potensiële voorkeurleerinstellings geword wat die vermoë het om die ekonomie nuwe lewe te gee. Dit het gelei tot die samesmelting van die voormalige 152 kolleges in die sektor tot 50 kolleges, met die doel om toegang te vergemaklik sodat meer studente vir tegniese en beroepsopleiding ingeneem kan word. Die doel van hierdie studie was om te bepaal hoe faktore wat studentbehoud en -sukses beïnvloed, doeltreffend in die tegniese en beroepsonderwys- en opleidingskollegesektor bestuur kan word. Die studie is gerig deur die teoretiese raamwerk van Bronfenbrenner (1979, 1995) se ekologiese-stelselteorie. Hierdie teorie verklaar individue se verhoudings met hul omgewings met behulp van ekologiese stelsels wat in verhouding met mekaar funksioneer. Tweedens, aan die studie was beginsels van stelsels teorie toegevoeg wat Bronfenbrenner se ekologiese stelsels teorie aanvul. Die empiriese ondersoek het bestaan uit ʼn kwantitatiewe navorsingsbenadering waarby vraelyste aan studente uitgedeel is, gevolg deur ʼn kwalitatiewe navorsingsbenadering wat semi-gestruktureerde individuele onderhoude met werknemers by tegniese en beroepsonderwys- en opleidingskolleges behels het. Die navorsingsbevindinge het gedui op ʼn sterk behoefte aan die voorsiening van toepaslike beroepsvoorligting aan leerders op laerskool en verder wat voornemens is om aan tegniese en beroepsonderwys- en opleidingskolleges te studeer, asook die vestiging van ʼn konstruktiewe studentesteuneenheid by hierdie kolleges om studentebehoud en -sukses te bevorder. Faktore wat studentebehoud en -sukses bevorder is geïdentifiseer as dié wat verband hou met die beeld en reputasie van tegniese en beroepsonderwys- en opleidingskolleges, bronne van doeltreffende kommunikasie, en studentesteunaktiwiteite wat aanvanklik en deurlopend as motivering vir studentebehoud en -sukses in hierdie sektor dien of dit belemmer. / Mayelana na xilaveko xa vutumbuluxi lebyi mafambiselo ya swikolo le ya langutiseneke na wona misava hinkwayo, Ndzavisiso ya tidyondzo ta le henhla ya Afrika Dzongayi cincile ku sukela loko hi ri eka mfumo wa xidimokirasi, Eka masiku ya namuntlha, tikholichi ta Vuthikiniki na dyondzo na vuleteri (TVET) ti hundzukile swikolo leswi nga langiwaku ku pfuxelela ikhonomi. Leswi swi endlile leswaku ku katsiwa tikholichi to ringana 152 leswaku ti va 50 ku ri ku endlela leswaku ku tekiwa na ku leteriwa vana va ku tala. Xikongomelo a ku ri ku endlela leswaku machudeni va nga lawuriwa na ku humelerisiwa njhani eka ti kholichi ta ti TVET. Dyondzo leyi yi rhangeriwa hi mavonelo ya malavisiselo ya Bronfenbrenner’s (1979, 1995), mavonelo ya matshamelo na mahlamuselo ya vuxaka eka mpfanganyiso wa matirhiselo, xavumbirhi, Dyondzo leyi yi tirhisile milawu ya mafambiselo na mavonelo lama tatisaku maendleo ya matshamelo na mafambiselo ya Bronfenbrenner. Malaviseselo ya maendlelo yo pfanganana ya tirhisiwile eka mavonelo ya va tirhi ya tikholichi ta ti TVET ku suka eka matshamelo na matirhelo yaku hambana hambana ku sukela eka malembe ya ntsariso ku endlela ku kuma nsusumeto wa ku humelela ka machudeni etikholichi. Ndzavisiso lowu wu katsakanya maendlelo ya khwalithethivhi, eka xiyenge xo sungula hi ku tirhisa swivutiso leswi nga ta xiyisisiwa eka machudeni swi tlhela swilandelerisiwa hi maendlelo ya malavisiselo ya khwalithethivhi (eka xiyenge xa vumbirhi) hi ku kandzelerisiwa hi nwangulano wa xiphemu na vatirhi va ti kholichi ta ti TVET. Mulavisisi u tirhisile xikwere xa chi na ku xopaxopa swiphemu swa swikambelo leswi a swi xopa xopiwa loko ku bumabumeriwe / hlayiwe mbuyelo wa ndzavisiso. Mbuyelo wu kombisa swinene leswaku kuna ku yelana eka ndzetelo lowu nyikiwaku machudeni ya ti kholichi ta TVET ku suka eswikolweni swa le hansi ku ya ehenhla, na ku tumbuluxiwa ka xiyenge xa mpfuno wa machudeni etikholichini ta ti TVET ku tlakusa ku tiyisa na ku humelela ka machudeni. Swi nwana leswi susumetaku ku tlakusa na ku tiyisa vufambisi eku tlakuseni na ku humelerisa machudeni ya ti kholichi ta ti TVET swikombisa swi fananisiwa na xiyimo na xindzhuti xa swikolo leswi, swipfuno swa mavulavulelo, na swipfuno swa switirhisiwa swa mpfuno wa machudeni wa masungulo kumbe wa ku yisa nkucetelo kumbe xirhalanganyi xa ku tlakusa na ku pfuna ku humelela eka tikholichi ta ti TVET. MARITO NKULO / Educational Management and Leadership / D. Ed. (Education Management)