DEd (Educational Management) / Department of Educational Management / This study sought to establish the impact of interventions employed by schools to support the teaching and learning of pregnant and parenting learners (PPLs) in the Mopani district of Limpopo province, South Africa. The study employed qualitative research methodology to gather narrative data from 68 key school-based education stakeholders who were purposively sampled and interviewed on what their schools were doing to support the teaching and learning of PPLs they enrolled. Data were collected through face-to-face and focus group interviews, as well as document analysis. The study revealed that although all the four schools provided basic access to education for PPLs, their inclusive support systems and strategies to assist PPLs to cope with and benefit from the school curriculum activities were largely superficial due to the following challenges: educators, as the primary duty bearers to PPLs were not trained to identify the educational needs of PPLs and to implement relevant strategies for teaching and learning of PPLs; there was inadequate political-will to support PPLs by educators; there was inadequate collegial relationship between mainstream learners and PPLs, there was no synergy between national and school policies on management of schoolgirl pregnancy and there was non-involvement of other professionals to provide psycho-social support at the four schools. The study revealed that cultural and traditional practices of the community contributed to the negative attitudes to teenage motherhood that resulted in inadequate support service provision and structures for teaching and learning of PPLs. The study recommends that the Department of Education (DoE) must put in place formal training on policy and practice for all the key school-based education stakeholders and employ a multi-sectoral counselling system to support enrolled pregnant and parenting schoolgirls to cope with schooling. / NRF

This study was undertaken with the purpose of analysing the public accountability system of secondary schools in the Johannesburg North District. It also tested the relationship between the accountability system and the effectiveness and efficiency of secondary schools. Over and above principals, learners and parents, the study also utilised numerous published literature to analyse the current accountability system. The findings of the empirical study revealed that there were disparities between the literature review and the current accountability system. Three major findings were made by this study. Firstly, there is a lack of synergy between internal and external accountability systems. Secondly, there are different accountability systems used by different secondary schools in the same District and lastly grade twelve results are used to measure the effectiveness and efficiency of secondary schools in the chosen District. In conclusion, proposals which may assist in improving the current accountability system were made. / Public Administration and Management / M. Tech. (Public Management)

This study examined the effect of parent involvement on the academic achievement of previously disadvantaged learners who was awarded scholarships to attend independent boys‟ schools in Johannesburg. Through a qualitative inquiry using a small sample of parents and teachers (SSP coordinators), the findings added to the existing literature review. There is evidence that parent involvement is essential in high school and that parent involvement at home has an impact on the learners‟ achievement irrespective of the parents‟ socio-economic status and level of education. Furthermore, the results support the assumption that, the sense of not belonging and other barriers that hinder parents from being involved in school activities could be resolved by improving communication and forging a healthy relationship between parents and teachers. This creates a need for a parent involvement programme that will attend to the needs of the parents and teachers. This programme will empower them with skills that will improve their partnership. / Psychology of Education / M. Ed. (Psychology of Education)

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. The purpose of this study was to explore the challenges experienced by secondary school teachers in implementation of CAPS in Mankweng Circuit of Limpopo Province. This qualitative study conducted at two secondary schools in Mankweng Circuit, Limpopo province aimed to  Identify resources needed by secondary school teachers in Mankweng Circuit on the implementation of Curriculum and Assessment Policy Statement.  Investigate the kind of training the Department of Basic Education provides to secondary school teachers in Mankweng Circuit when implementing Curriculum and Assessment Policy Statement.  To investigate how secondary school teachers conduct assessment when implementing Curriculum and Assessment Policy Statement.  Identify mechanisms that are used by secondary school teachers in the implementation of the Curriculum and Assessment Policy Statement. The study embedded within interpretivist paradigm. It also adopted a qualitative approach and the case study design was employed, where document analysis, semi structured interviews and observations were data-collection instruments used. Two secondary schools with their respective school heads were purposefully selected to participate in the study. Two principals, six Heads of Department and Eight teachers comprised the purposefully selected participants. Data collected from document analysis, semi structured interviews and observations revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to CAPS implementation, quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results, recommendations are made for the improvement of the implementation of CAPS. The study findings revealed that while teachers welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to the quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. The implication of this study is that, CAPS is a viable policy in theory, but its implementation is erroneous, from the planning stage to the implementation stage. Key resources, for example, suitable human resources, infrastructure, textbooks were not taken into serious consideration.

The purpose of the study was to investigate Grade 12 learners’ perceptions of their vulnerability to HIV infections in order to gain insight of their experiences on HIV and AIDS at schools in the Eastern Cape. This was done by using a mixed method approach where focus-group discussions and questionnaires were used to gather data. This study found that the teaching of HIV and AIDS or Life Skills is not adequate. It is possible that the lack of learner involvement in the design and implementation of the programmes could be one of the reasons why there is low participation by learners in intervention programmes in schools, as noted in this study. There is need for strong advocacy on the use of condoms as a preventive measure against unwanted pregnancies, and sexually transmitted diseases (STIs) including HIV. More involvement in extra-curricular activities would help learners to develop self-esteem and the ability to resist drugs and other risky sexual behaviours. / Social Work / M.A. (Social Behaviour Studies in HIV & AIDS)

This dissertation was carried out to try to describe the role of socio-economic factors in the successful completion of schooling up to matriculation level (matric), among young mothers in the Soutpansberg East Circuit in Limpopo Province, South Africa. The researcher used the social capital theoretical framework. A questionnaire was administered to 128 young mothers, aged 18 and above, after a pilot survey had been carried out. The data was captured, exported and analysed The data was then exported to the latest model of the Statistical Package for the Social Sciences (SPSS) version 25 where it was analysed. The research used independent T-test analysis, analysis of variance (ANOVA) and correlation analysis. The independent T- test was used to determine if the views of young mothers differed by the number of children, form of support from father, school policy and presence of educators as counsellors. A one-way analysis of variance (ANOVA) was done to determine whether the views on the role of socioeconomic factors in the successful completion of matric among young mothers in the Soutpansberg East Circuit, Limpopo Province, South Africa differed by age, grade, type of family and who takes care of the child. The findings showed that there were several socioeconomic factors that assisted young mothers to complete matric, among them were, family supports, child support grants, intra-school environment and policies. They provided critical support to the young mother in different forms among others taking care of children while they were at school, financial support, encouragement. The study also found other that schools in the Soutpansberg East Circuit also provided a significant amount of support to young mothers. The study also found a general trend of absentee fatherhood in the caring of children. The study found out that there was a complicated interplay of different socioeconomic factors to the completion of matric among the young mothers. The researcher, therefore, concluded that socio-economic factors are critical for the successful completion of schooling up to matric level in the Soutpansberg East Circuit. The study found out the need for more empirical study in the role of socioeconomic factors to the complication of matric among young mothers. / Sociology / M.A. (Sociology)

The purpose of the study was to investigate Grade 12 learners’ perceptions of their vulnerability to HIV infections in order to gain insight of their experiences on HIV and AIDS at schools in the Eastern Cape. This was done by using a mixed method approach where focus-group discussions and questionnaires were used to gather data. This study found that the teaching of HIV and AIDS or Life Skills is not adequate. It is possible that the lack of learner involvement in the design and implementation of the programmes could be one of the reasons why there is low participation by learners in intervention programmes in schools, as noted in this study. There is need for strong advocacy on the use of condoms as a preventive measure against unwanted pregnancies, and sexually transmitted diseases (STIs) including HIV. More involvement in extra-curricular activities would help learners to develop self-esteem and the ability to resist drugs and other risky sexual behaviours. / Social Work / M.A. (Social Behaviour Studies in HIV & AIDS)

Thesis (M. Ed. Educational management) -- Central University of technology, Free State, 2012 / The purpose of the study was to investigate Life Skills as an intervention strategy in the fight against HIV/AIDS among the teenagers at Senakangwedi Senior Secondary School in Botshabelo, Free State. Life Skills as an intervention strategy were implemented in one secondary school in Free State Province in Motheo District. A cohort of 30 learners and 10 educators from secondary schools in Botshabelo, Free State Province participated in the study. The respondents comprised of 10 learners from Grade 10, 10 from grade 11 and 10 learners from Grade 12 as well as ten educators. Learners were between the ages of 15 and 20 years. Between these ages their cognitive development allows them to be more aware of Life Skills as an intervention strategy to combat HIV/AIDS at school. Thus, it was easy for them to verbalise Life Skills as an intervention strategy to fight HIV/AIDS. Due to their ages, their operational thinking allowed them to develop hypotheses about the possible outcomes of problems and to evaluate these outcomes comparatively. Educators were controlled by the level of their education, being respondents with a diploma or university degree. Comparatively learners who are 18 years of age were themselves concerned as they were heads of households. To arrive at the reported findings the study used the qualitative research approach methodology. This qualitative approach enabled the researcher to access information relating to the learners’ and educators' perceptions about HIV/AIDS. A life history approach was adopted in conducting the interviews to obtain a holistic understanding of participants’ life events in relation to their home environment. The interview guide covered such dimensions as family background and schooling. In the interviewing process, the researcher used the techniques of crystallisation and confrontation to enhance the clarity and trustworthiness of the narratives. In cases of ambiguity, the researcher asked the respondents for detailed and concrete examples and, in case of inconsistence, for further clarification and re-interpretation. The interview data were later transcribed for data analysis. The grounded theory approach was adopted to analyse the interview data, through which the categories of learner’s perceived motivations emerged naturally from their narratives. The evolving process comprised the following steps: (1) careful and repeated reading of transcriptions; (2) open content coding to signify any units of meaningful narratives in the passages. Ethical approval to conduct the study was sought and obtained from participating respondents and institutions. The results showed that most learners in the sample are orphans as result of AIDS and that many households are now headed by teenagers who have had to take on parental responsibilities. The results showed that Life Skills reduce teenage pregnancy and absenteeism at school. According to the results, life skills changed the behaviour of the learners and their attitude towards HIV/AIDS and therefore, learners should be educated about HIV/AIDS, teenage pregnancy and its prevention, as a strategy to reduce HIV/AIDS in schools. Life Skills is fundamental in empowering learners to live meaningful lives in a society that demands rapid transformation that enhances the community. The pandemic undermines the efforts of poverty reduction, part of the manifesto of the African National Congress (ANC) led Government; which aims at improving economic growth. In addition, the study revealed that learners feel free to talk to one another and that coaching by a Life Skills educator, assists in ensuring that HIV/AIDS-related topics are discussed with ease. The results showed that most learners agree that Life skills empower them with a sound and helpful background to prevent HIV/AIDS. Furthermore, learners admitted that the Life Skills programme effectively empowered them with the necessary knowledge to make informed decisions regarding sexuality. From the study a few valuable lessons were learned by the learners’ as an awareness of the pandemic and its consequences for their lives.

This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching)

The dynamics of the social interaction within the cooperative learning group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the group activity. The impact of the groupings on the quality and quantity of the observable learning within the class is considered. For this study the cooperative learning groupings were manipulated, considering aspects of the learner's social relationships uncovered with the use of a social questionnaire, which the learners completed. These details were summarised by means of a sociometric table and a sociogram. This study approaches the topic from two main perspectives. Primarily observation and naive sketches, from the learners, formed the source of the data and provided the initial perspective on the area of study. From the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed (Socio-Education)