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.

Thesis (Ph. D. (Education)) -- University of the Limpopo, 2001 / Refer to document

DEd (Educational Management) / Department of Educational Management / Performance of learners in Chemistry in South Africa has been below the international average. This study intended to investigate the management of high school learners’ academic performance in Chemistry as a component of Physical Science. The study employed mixed designs which are qualitative and quantitative. The population of this study comprised learners who were doing Physical Science, Physical Science teachers and school principals. The principals as participants were purposively sampled whereas teachers and learners were stratified random sampled. Data were collected through questionnaires which were distributed to learners and teachers, while school principals were orally interviewed. Data obtained from questionnaires were analysed using SPSS software. Qualitative data were analysed through identification of themes, development of codes and sub-themes. The improvement of teaching and learning will have a positive impact on the academic performance of high school learners in Chemistry. The findings showed that there are factors which affect the management of high school learners like (school location, inadequate physical resources, attitude and anxiety) contribute to the performance of learners in Chemistry. The findings also showed that factors influencing the academic performance of learners in Chemistry like (effective teaching, In-service Training of Chemistry teachers and Chemistry syllabus and content) contribute to the performance of learners in Chemistry. This study will give new insight to curriculum developers and implementers, and researchers regarding emerging issues on performance and influence the Ministry of Basic Education on policy formulation. Improved Chemistry performance will give learners opportunities to pursue science related courses in higher institutions of learning and middle level colleges.

MEd (Educational Management) / Department of Educational Management / See the attached abstract below

MPH / Department of Public Health / See the attached abstract below

MEd (Educational Management) / Department of Educational Management / This study set out to investigate the state of readiness for the implementation of inclusive education in Nzhelele West circuit secondary schools in Vhembe district. The aim of the study was to explore the state of secondary schools’ readiness in the implementation of inclusive education and suggests strategies that can contribute to the effective implementation thereof. The study is qualitative in nature and the focus of the study was Grade 8. Purposive sampling was used to select ten participants which include five principals and five Grade 8 teachers. Interviews and observations were used as data collection tools. The data were analysed using thematic analysis. The study findings revealed that the participants were aware of the importance of implementing inclusive education in secondary schools. The participants explained their roles towards the effective implementation of inclusive education. However, the study identified various challenges facing the teachers in effectively implementing inclusive education such as physical challenges, lack of support services and impracticable policies. The study further provided solutions to the challenges of implementing inclusive education in secondary schools. / NRF

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

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 elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province? The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs. / Linguistics / M.A. (Specialisation in Sociolinguistics)

In this qualitative study, the researcher intended to establish factors that could create a positive culture of teaching and learning at school. Findings revealed that a culture of teaching and learning can be created by factors that relate to the learners, the educators and the school setting. Findings established that learners are motivated if they participate in sports, educational trips and competitions. Learners who receive incentives for outstanding achievements and participate in the management of the school are also motivated. Motivational talks and learner's exchange programmes enhance ambition. Motivated educators are enthusiastic and creativel. Such educators are considerate to learners' personal circumstances and they have the welfare of learners at heart. An edequate supply of resources and security facilities can improve the quality of education at school. Visionary school managers who uphold a particular philosophy of life and cherish Christian values are inclined to success at school. / Educational Studies / M.Ed. (Education Management)